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Great suggestions! These books would be perfect for a Dark Skies lesson and are a lovely way to introduce the topic to younger children. Thanks for sharing, I’ll definitely use some of them!
Implementing a “Design Your Own Dark Sky Place” in my First and Second Class Classroom
I would implement a “Design Your Own Dark Sky Place” project with my First and Second Class over one week. I would begin the lesson by reading ‘Night Monkey, Day Monkey’ by Julia Donaldson to introduce the idea that some animals are active during the day while others are active at night and to explain why darkness is important for nocturnal animals. Following the story, the class would identify animals such as bats, owls, hedgehogs and moths, and discuss how bright artificial lights can affect their ability to find food, travel and stay safe.
The class would take a walk around the school grounds to identify different light sources and discuss which lights are necessary and which could disturb wildlife.
Working in small groups, pupils would design and create their own Dark Sky Place using recycled materials such as cardboard, paper, sticks, leaves and bottle tops. Their models could include features such as trees, ponds, bat boxes, owl nesting areas, streetlights and green spaces where nocturnal animals can live safely.
At the end of the week, each group would present their Dark Sky Place to the class, explaining how their design protects biodiversity. This project gives children the chance to learn through creativity and teamwork while helping them understand that simple actions, like turning off unnecessary lights, can help protect wildlife and care for the environment.
I really like the idea of noting the season and the changes happening in nature, as it helps children see how biodiversity changes throughout the year. It would also be lovely to do the nature trail in different seasons so they can compare what they find and notice how plants and animals change over time.
As a primary teacher who loves biodiversity, I think it’s really important that our school biodiversity plans include nocturnal wildlife too. Animals like bats, owls, moths and hedgehogs are often forgotten, even though they rely on darkness to find food, hunt and move around safely. Too much artificial light can disturb their natural behaviour, reduce their food sources and make it harder for them to survive.
One simple thing we can do is look at the outdoor lighting around the school. We could work to to reduce unnecessary lighting at night. This would support nocturnal animals while also helping children understand how our actions can affect nature.
In the classroom, there are lots of fun ways to learn about these amazing creatures. In science, children could explore how light pollution changes animal behaviour. In literacy, they could create fact files about nocturnal animals or write imaginative stories set at night.
It would also be great to invite local wildlife groups into the school to run workshops. This would help children discover the nocturnal animals living in their own area and learn simple ways they can help protect them. Including nocturnal wildlife in our biodiversity plans gives children a better understanding of the whole ecosystem and encourages them to care for all wildlife.
Hi Niall, I agree that comparing the night sky from two different areas is a lovely idea. It gives the children a clear visual way to see the effects of light pollution and encourages lots of discussion and curiosity. I also like how it helps them understand that small changes can make a difference in protecting our night sky.
Light pollution in my local area has become an increasing issue, especially in urban areas. Bright lights from street lamps, buildings and advertising signs make it difficult to see the stars, the Moon and other objects in the night sky. Light pollution also affects wildlife, particularly nocturnal animals such as bats, insects and birds, and it can even interfere with people’s sleep.
To engage First and Second Class pupils, I would begin by showing them two pictures of the night sky: one from a city and one from the countryside. We would compare what we can see in each picture and discuss why there are more stars visible in one than the other. I would explain light pollution in a simple way by describing it as “too much artificial light that makes it hard to see the night sky.”
Next, we would go on a short “light hunt” around the school grounds to identify different types of lights and talk about which ones are needed and which ones could be turned off. Back in the classroom, the children could draw a picture of a sky with lots of stars and another with light pollution to show the difference. We would finish the lesson by discussing simple ways we can reduce light pollution, such as switching off lights when they are not needed or closing curtains at night. If possible, I would encourage the children to look at the night sky with their families and share what they noticed when they returned to school.
I had not used Stellarium before, but after exploring it for this course, I am looking forward to trying it out with my class next year.
To create an observing planets plan for my First and Second Class pupils, I would begin by asking the children what they already know about space and whether they have ever noticed bright objects in the night sky. This would help to engage their interest and build on their prior knowledge. I would then introduce the planets in our Solar System, discussing their names and some simple characteristics, such as their colours and sizes.
Next, I would give each child a simple star chart and a sky journal. I would model how to use the chart to locate the planets and explain that they will become “planet spotters”. Together, we would identify where the planets are expected to appear in the evening sky. The children would then record their predictions by drawing or writing about what they expect to see, including the planet’s colour, brightness and position.
For the observation activity, I would ask the children to look for the planets at home after sunset. They would use their sky journals to record what they observed, either by drawing pictures or writing simple sentences. I would encourage them to compare what they saw with their star chart and note any differences.
When the class returns to school, we would share our observations and compare our findings. We would discuss which planets were easiest to find, which appeared brightest, and whether anyone noticed changes over several evenings. This discussion would reinforce the idea that the planets move across the sky over time. By combining classroom learning with real-life observation, the lesson would help young children develop their scientific observation skills.
I really like your use of the poem to introduce the lesson, this is an engaging way to spark children’s curiosity before they investigate how shadows change throughout the day.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
As part of our primary science curriculum, we recently explored timekeeping by planning and constructing a simple sundial on the school grounds. The project was designed to help pupils understand the movement of the sun and how shadows can indicate the time of day. After observing where the sun shines for the longest period, we selected an open, flat area near the playground, free from trees and buildings that could cast interfering shadows.
Using a stick and a paper plate marked with hourly intervals, pupils recorded the shadow’s position at each hour throughout the school day. They took turns marking the shadow’s tip with chalk and labelling the time, reinforcing the link between the Sun’s position and timekeeping.
This hands-on activity supported learning in both science and maths, encouraging teamwork, observation, and recording skills. It also sparked discussions about historical methods of telling time and the Earth’s rotation. For schools without suitable outdoor space, this can be simulated indoors using a torch and globe.
The sundial remains in place as a learning station, and pupils now regularly refer to it, developing their understanding of time in a meaningful, memorable way. It’s a simple, effective cross-curricular project that brings science to life.
Thanks for the recommendation Michelle, it looks good! It might be something we can incorporate in with our Green-schools project also.
I really like that you’ve chosen a woman from Ireland’s past to study with your class, Claire. It’s a great way to highlight strong female role models and sounds like a brilliant source of inspiration for your coding lessons.
To help my first and second class pupils connect with local heritage, I would plan a creative project based on the nearby Hill of Uisneach in Co. Westmeath, combining elements of drama, art, and creative writing.
We would begin by exploring the myths and stories linked to the Hill of Uisneach, such as the Catstone and the Festival of the Fires. I would use simple storytelling, images, and class discussion to spark curiosity and imagination. Pupils would then take on a role, such as a druid, a villager, or an animal living near the hill and create short written pieces or oral stories from their chosen character’s point of view.
These stories would be brought to life through group drama activities, where pupils act out scenes from ancient times. They would use simple props and costumes, helping to build confidence and teamwork.
As part of the project, we would also create visual art inspired by the hill such as drawings, clay models, or a collaborative mural showing life in ancient times.
This project would develop creativity, oral language, writing skills, and cultural awareness, while allowing children to explore a local landmark in a fun, age-appropriate way.
Hi Mary,
I liked your lesson plan. This is a great example of how hands-on projects can make learning meaningful and engaging. Using a local landmark like the Garavogue River footbridge helps connect classroom activities to the real world, while also encouraging teamwork, problem-solving, and key STEM skills.
If I were doing this project with my own First and Second class, I would start by showing the class pictures of the new pedestrian bridge in Athlone Town. We would talk about why bridges are important and what shapes make them strong. I would encourage the children to look closely at the design, materials, and structure of the bridge.
Next, I would set a challenge: “Can you build a bridge that spans 30 cm and holds a small toy?” The children would work in pairs or small groups. We would begin with a planning session, where they sketch their bridge design and list what materials they want to use.
We would use everyday classroom materials like lollipop sticks, straws, string, cardboard, and tape. During building, I would encourage measuring using rulers or cubes, counting materials, and checking balance.
When testing the bridges, we would place a toy or coins on them to see how strong they are. We’d count how many coins each bridge holds and compare results as a class.
To finish, we would reflect on what worked, what didn’t, and how they used maths. This project would develop skills in shape, measurement, counting, teamwork, and creativity, while making learning fun and hands-on.