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Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I would begin by introducing the concept of folklore through simple, engaging storytelling, highlighting how these stories were passed by word of mouth from generation to generation. We would explore examples from the Dúchas Folklore Commission, using those from the local area and about common themes such as Halloween to spark curiosity. We would look at the similarities and differences between the handwriting then and now and how things have changed or stayed the same since. I’d explain what piseógs are (superstitions or old beliefs) and how traditions and night-time stories were passed down through generations. Together, we would create interview questions for family or community members to gather their own stories. I’d encourage children to record their findings through drawings, writing, or voice recordings and then share these stories in class and create a collective class book, video or display. This is something I did at school when I was younger and it is so nice to look back at.
Thanks for sharing such a comprehensive list Tanya. I like the way you included sculptures and photography as well. I will definitely make a note of these suggestions for future reference!
To help my class explore biodiversity in our local area, we’d start with a nature walk around the school grounds. We’d bring clipboards and other equipment to look for bugs, birds, flowers, and trees. On our return to class, we’d create a big wall display showing the different living things we found. We’d talk about how their importance and how they all need each other to survive.
Then we’d learn about light pollution. I’d ask, “What happens when there are too many lights at night?” We’d watch a short video showing how bright lights can confuse animals like birds, bats, or moths. I think it is something children need to be explicitly taught as I myself never realised how damaging light pollution is to animals, insects and even plants.
To finish, we’d make posters aimed at reducing light pollution by asking people to turn off outside lights when they’re not needed to help protect the amazing animals and plants living all around us.
Hi Chantelle, I agree with how we must think about nocturnal animals that are found in the school grounds, just because we can’t see them during the school day doesn’t mean they aren’t there. I like how you would make adaptations for bats and owls to have a safe space in the school grounds and I also like how you promote the children’s voice by giving them the responsibility to make changes.
Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I have chosen this activity because I think it is a great way to explore weight and gravity across the solar system. Using the tubes gives the children the choice to decorate them how they wish and is a good way to integrate art along with other subjects. I like how they are a concrete way to compare the different planets to Earth. The children could use iPads to research these planets beforehand and their their findings by presenting them to the class and comparing their tubes with their classmates. I also like the way recyclable materials could be used to make these tubes.
Hi Michelle, I really like the way you suggested the Student Council could present ideas for improvement to the BOM and I also like how you would use Canva to create posters or make videos to raise awareness of light pollution.
Creating a teaching resource using the “Globe at Night” citizen science programme
While looking at the ‘Globe at Night’ website I found the Outdoor Lighting Audit Activitywhich would be a good way to lead children in a simple, hands‑on light pollution investigation. First of all I would introduce basic terms like glare, sky‑glow, and shielded lighting as well as asking questions to assess their understanding of the topic. Then I would take the students outside into the school grounds to look for outdoor lights—drawing their attention to which type of light it is, if the light is shielded and where the light falls. Have them draw or photograph fixtures and record observations on worksheets from the PDF.
Back in the classroom, I would ask them to design better lighting solutions—explaining what full shields do and how directing light downward preserves the night sky while still lighting paths using their observations to spark discussions about energy waste, wildlife, and stargazing.
Finally, they can present their findings as “dark‑sky defenders” and suggest real improvements for their school or community
Hi Joe, I liked the way you said you would introduce and research the planets beforehand as well as how you would create a home-school link by viewing them in the evening time with binoculars/telescopes etc.
Create a short teaching resource using Stellarium
I would begin by having a whole-class discussion to assess the children’s knowledge.Then I would model how to use Stellarium on the interactive whiteboard focusing on how day turns to night, stars shifting and looking at the planets.I would ask open-ended questions to build curiousity and allow the children to think critically and creatively.I would ask the children to compile a list of questions they have about constellations, planets etc. before giving the children time to use Stellarium on their iPads in pairs. Finally, I would ask the children to present anything new they discovered to the rest of the class to encourage collaborative learning.
Hi Alison, I really like your idea of taking pictures with the iPads and allowing the children to present their findings using BookCreator. It is something I have been meaning to try! I also like the way you have set-times to bring the children outside so they can easily spot a pattern in their findings.
