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Light pollution in Kilkenny stems largely from unshielded streetlamps, brightly-lit commercial sites, and excessive outdoor lighting. This creates skyglow—dimming the visibility of stars and reducing our connection to the night sky—as well as glare and light trespass into homes and natural habitats. For wildlife, artificial light disrupts nocturnal insects and birds’ navigation, alters predator–prey balances, and affects plant rhythms—impacting local biodiversity even in rural areas around Kilkenny . Moreover, wasted energy from excessive lighting boosts carbon emissions, working against our climate goals even as the LED upgrades currently underway aim to reduce both pollution and costs.
Engaging 6th class students
Host a “Dark Skies Detectives” inquiry: begin with a simple mind map of what pupils know about streetlights and the night sky. Then, using a light pollution simulator or guided smartphone observations, they can record star visibility in different schoolyard spots. Invite a guest from Dark Sky Ireland or Kilkenny County Council to discuss LED dimming, shielding, and responsible lighting. Students could design their own “ideal” outdoor light fixture—adding shields, timers, warm colour bulbs—and present it in a mini Science Café to parents and peers . Finally, they might compile a photo diary comparing daytime and nighttime lighting, reflect on energy savings and wildlife benefits, and make school wide pledges to “turn off, shield, and dim” unnecessary lights.Some super ideas here! Encouraging 6th class students to observe the planets through hands-on activities like sky-watching and using apps really brings learning to life. It’s a great way to spark curiosity about space while helping them develop scientific observation skills. The focus on journaling and group discussion also supports teamwork and reflection.
This plan will guide students through observing four planets throughout autumn evenings—with one special appearance by Mercury in October.
Set a Weekly Schedule
For homework assignment choose one evening in mid-September, October, and November to go outside for 30 minutes after sunset
Use Sky Maps or App such as Stellarium, SkySafari, or Sky Map to locate planets .
Build an Observation Journal:
Record date, time, weather, and visible planets.Sketch or take smartphone photos, capturing nearby landmarks or horizon.
Note brightness and colour: Jupiter shines brightest, Saturn appears yellowish, Neptune and Uranus using binoculars/telescope.
Discuss why opposition (e.g., Saturn, Neptune) improves visibility—planets are directly opposite the Sun.
Class Project: Display monthly findings on a classroom sky-chart. Have students share one interesting fact per planet each month.I think your idea of putting in the garden area is perfect. I love how you’ve included the older children in your plan through peer tutoring and planning. No doubt this will only add to an already interesting and special place for your students to learn from their own environment.
To teach my 6th class students how to observe and record the position of the sun I would use a simple hands-on project. Over the course of a week or more I would allow my students to go outside at specific times and note the sun’s position in the sky using fixed reference points, like trees, buildings, or playground equipment. They can then draw what they see on a simple compass chart or use chalk to mark shadows on the ground. Each day, they can record changes in shadow length and direction, helping them understand how the sun’s position changes throughout the day and from one day to the next. I would allow my students to work in groups to compare results, take photos, and discuss patterns, such as how the sun rises in the east and sets in the west. This activity will also help them begin to understand the Earth’s rotation and how it affects daylight. By recording their observations in a science journal, students will develop skills in data recording while also connecting classroom learning to real-world experiences in a meaningful and engaging way.
Research Question: How does the amount of plastic waste in our local community affect the health of the environment and wildlife?
To engage 6th class pupils in the research, it’s important to begin by making the topic relevant to their daily lives. The focus on plastic waste is something they can easily observe in their surroundings, whether at school, in their locality, or at the local park. I would start with a class discussion to raise awareness about the dangers of plastic pollution, and use visuals like photos or videos of wildlife affected by plastic. I would also encourage pupils to take ownership of the research process , so I would introduce simple, hands-on activities like organizing a “plastic audit” in their school or local area. Students can collect and categorize different types of plastic waste, measuring how much they find over a set period.
Additionally, interactive research activities like creating a “plastic waste timeline” could help pupils track how long it takes for various plastics to decompose. Pupils could also engage in interviews with local businesses or community leaders about how they manage waste. By connecting these activities to the wider environmental impact, students will better understand the issue and feel empowered to make positive changes in their communities.
Here are five satellites that Orbitrack showed passing over Ireland recently:
1. International Space Station (ISS)
2. NOAA-18 – Earth‑observing weather satellite
3. BUGSAT‑1 – Student-built CubeSat from Austria
4. O/OREOS (USA‑219) – NASA mission studying space microbes
5. AO‑91 – Amateur radio communications satellite
Satellites like the ISS are giant floating laboratories where astronauts live and do experiments every day. Weather satellites, such as NOAA‑18, fly high above Earth to take pictures of clouds and storms, helping us predict the weather. Some satellites are built by students—like BUGSAT‑1—to learn how to make and send tiny satellites into space for science and education. Others, like O/OREOS, carry special instruments to study how tiny things like microbes behave in space conditions—information that helps scientists understand how life might survive off Earth. Amateur radio satellites such as AO‑91 let space enthusiasts send messages across the world by bouncing signals off the satellite in orbit.
Every time a satellite passes overhead, it’s zipping around the Earth at thousands of kilometres per hour! People use apps like Orbitrack to see when and where satellites will appear, so they can go outside and watch them glide across the sky. It’s amazing to think they’re floating above us, working every moment to help us on Earth!
To introduce climate change facts to my 6th class pupils activities will be planned using these three videos: Home, Greta Thunberg’s speech at UN COP 25, and the Climate Aid 2020 video. I hope to begin by showing selected scenes from the documentary Home, highlighting the beauty of Earth and the environmental damage caused by human activity. Pupils can then discuss how deforestation, pollution, and the use of fossil fuels contribute to climate change. Next I will show a short clip from Greta Thunberg’s speech , encouraging pupils to reflect on the urgency of climate action and the role young people can play. This will hopefully lead to a group discussion or written response about why climate change matters to them personally. Finally, the Climate Aid 2020 video will be used to explore how global communities are coming together to fight climate change, using music and storytelling to inspire action. As a follow-up activity, pupils could create posters, slogans, or short presentations on what they’ve learned and how they can help protect the planet. Hopefully these activities will inform, inspire, and empower pupils to think critically and act responsibly on climate issues.
The visual element of the video helps make the topic of weather and climate more accessible and engaging, supporting students with different learning styles. By incorporating a digital tool to explore future temperature changes, the lesson becomes interactive and encourages inquiry-based learning. This approach not only fosters curiosity and critical thinking but also helps students understand the real-world impact of climate change. It connects science with technology and mathematics, enhancing cross-curricular learning and building environmental awareness from an early age.
Suggestions for Improvement:
To improve the lesson, key vocabulary should be introduced beforehand to ensure students grasp important terms while watching the video. The video itself could be paused at key moments for discussion or clarification, helping students stay engaged . The prediction tool used should be age-appropriate, ideally featuring visuals such as graphs or interactive maps to make data analysis more intuitive. Incorporating structured worksheets can guide students’ exploration and provide opportunities for reflection. Finally, a follow-up activity where students suggest climate-friendly actions could help them connect the science to their own lives and feel empowered to make a difference.In Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics by M. Liston (2018), the author emphasises the interconnectedness of STEM fields and the importance of teaching students how these disciplines influence and shape our world. The article challenges educators to move beyond the traditional boundaries of each subject and explore the ways they intersect in real-life contexts. This holistic view of STEM encourages critical thinking, creativity, and problem-solving are essential skills for students. The purpose of the article, especially in the context of 6th-class primary education, is to promote an integrated approach that connects these fields, allowing young students to see the practical applications of what they learn and how these subjects work together.
To implement the STEM approach through the topic of climate in my 6th-class primary school I would like to design projects that integrate scientific concepts with technology, engineering, and mathematics to explore real-world climate issues. One idea would be to have students investigate the impact of climate change on local ecosystems. They could collect data on temperature, rainfall, and plant growth, and use this information to create simple models predicting future climate conditions.
For technology my 6th class students could learn how to use basic weather apps or sensors to track environmental data. They might even create digital presentations or infographics to communicate their findings. In terms of engineering, students could design and build small-scale solutions to climate problems, like creating a rainwater harvesting system or building a solar-powered device. Lastly, mathematics would play a role when students analyse data, calculate averages, or graph changes over time. I feel that the maths part is already covered well in my room so I will try to balance this by encouraging more of the science, technology and engineering activities that I have mentioned
Diarmaid I like your suggestions for using thought-provoking questions, visuals, and real-world examples. I find in 6th class the lesson becomes not only informative but also relatable, which is key to fostering curiosity and critical thinking. Yes I also feel group discussions and research tasks encourage collaborative learning, while hands-on activities make abstract concepts tangible. This approach not only enhances students’ understanding but also motivates them to think about how they can impact their environment, instilling a sense of responsibility and empowerment.
I agree Colin using the EO Browser in the classroom is an excellent way to engage students in real-world applications of science and technology. By interpreting satellite data, students not only develop their data analysis skills but also gain a deeper understanding of pressing environmental issues like deforestation, wildfires, and climate change. This approach promotes critical thinking, as students analyze and compare images over time, drawing conclusions from visual evidence. The integration of STEM skills enhances both their scientific knowledge and technological literacy, making complex environmental concepts more tangible and relevant to their daily lives.
Using HOME as a visual starting point is a great idea Colin—it truly does an excellent job of capturing the beauty of the planet while making the consequences of human impact clear and relatable. I especially like how you plan to build on that initial emotional connection with hands-on activities like carbon footprint tracking and school eco-audits. These kinds of projects not only deepen understanding but also empower pupils to see how their everyday choices can make a real difference. I’d like to try this with my 6th Class.
Yes Colin I agree with you that the video makes a complex topic like greenhouse gases approachable for young learners. The emphasis on visuals, clear explanations, and interactive tools like the temperature prediction feature really showcases its educational value. I also like your suggestion for a hands-on component—it would add even more depth and engagement to the lesson.
This is a great idea! The weather station project is a fantastic way to engage students in STEM fields through hands-on, real-world learning. It combines science, technology, engineering, and math seamlessly, The opportunity to collect and analyze data encourages critical thinking and problem-solving skills. Plus, involving the broader school community through a climate bulletin is a brilliant way to raise awareness about climate change and sustainability.
