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Module 4 Assignment – Dark Skies and Biodiversity
I would choose to engage my Senior Infants and First Class pupils in exploring biodiversity in our local area and investigating how light pollution affects wildlife.
We would begin with a nature walk around the school grounds to identify plants, birds and insects, discussing why biodiversity is important.
Using ESERO Ireland resources, pupils would learn that many animals, such as bats, moths and hedgehogs, depend on darkness for feeding, navigation and survival.
We would compare photographs of dark skies and brightly lit areas, encouraging children to predict how artificial light might affect wildlife.
Pupils could create simple posters promoting ways to reduce light pollution, such as switching off unnecessary lights and directing outdoor lighting downward.
As an extension, children could complete a ‘Dark Sky Detective’ activity with their families by observing the night sky and recording wildlife they notice.
This cross-curricular lesson develops scientific enquiry, environmental awareness and responsible citizenship while encouraging pupils to protect biodiversity within their own community.Hi Anne, I really enjoyed reading your reflection. Your personal memories of seeing the Milky Way made your post especially meaningful. I also like your idea of using Stellarium and STEM investigations to help pupils explore the night sky while developing an understanding of the importance of reducing light pollution.
Hi Gary, I enjoyed reading your post. I like how you connected light pollution to your own local area and suggested practical investigations around the school. Your ideas about mapping lighting and involving pupils in surveys would make the learning meaningful, engaging and encourage active citizenship.
Before completing this module, I had not fully appreciated how much light pollution affects our environment.
I learned that light pollution is the inappropriate or excessive use of artificial light and that it can create glare, sky glow, light trespass and clutter.
These forms of pollution reduce our view of the night sky, waste energy and can disturb wildlife and people’s natural sleep patterns.
I was particularly interested in the International Dark Sky Association’s five principles of responsible lighting: ensuring lights are useful, targeted, no brighter than necessary, controlled and warmer in colour.
As a primary teacher, I would encourage pupils to investigate light pollution in their own community by carrying out night-time observations with their families and taking part in the Globe at Night citizen science project.
This inquiry-based approach, promoted through ESERO, would help children develop scientific skills while encouraging them to become responsible citizens who value and protect Ireland’s dark skies.Hi Aileen, this is a lovely, age-appropriate lesson that encourages curiosity and observation. Using Stellarium to compare the daytime and night sky makes learning engaging and interactive. The drawing activity is an excellent way for children to reflect on and share their observations.
Hi Shannon, I really like your idea of a morning Moon observation. It gives children meaningful opportunities to observe, predict and record their findings while developing inquiry skills. Using Stellarium alongside real observations is an excellent way to connect technology with hands-on learning.
Module 2 Assignment – Looking Up
For this assignment, I would use the ESERO Ireland inquiry approach to introduce Senior Infants and First Class pupils to the night sky.
I would begin by encouraging children to wonder about what they can see in the sky by asking questions such as, “What are stars?”, “How are stars different from planets?” and “What are constellations?”.
Pupils would investigate these ideas using a star wheel and digital tools such as Stellarium to identify visible stars and planets.
The class would compare planets and stars, learning that planets move differently across the sky while stars form recognisable constellations.
Children would record their observations, discuss their findings and reflect on what they have discovered.
This lesson supports the Primary Curriculum through Science, Geography and Mathematics while developing important skills in observing, questioning, predicting and analysing.
Using ICT makes learning interactive and engaging, encourages curiosity and helps children make meaningful connections with the world beyond their classroom.Joyce, I really enjoyed reading your post. Your lesson is engaging, practical and very child-friendly. I especially liked how you used animals, a spinning Earth model and the orange-and-torch demonstration to help children understand day and night in a fun, memorable way.
Valerie, I really enjoyed reading your post. Your sundial activity is creative, practical and offers excellent cross-curricular links with Science, Geography, History and Art. I especially liked how you connected the lesson to children’s everyday experiences of telling the time, making the learning meaningful and engaging.
Module 1 Assignment – Earth in Space
For this activity, I would explore Day and Night with a Senior Infants and First Class class using the ESERO inquiry-based approach.
I would begin by asking children questions such as “Why is it daytime?” and “What makes it night?” to encourage curiosity and discussion.
Using a lamp as the Sun and a globe as the Earth, pupils would observe how the Earth’s rotation creates day and night. The children would sing the ESERO Day and Night song while rotating to model the Earth’s movement.
We would also investigate shadows by observing them at different times during the school day and recording our findings.
Pupils would discuss how the Sun provides heat and light and why it is essential for life.
This lesson links with the SESE Science and Geography curriculum by developing observation, prediction and recording skills.
The activity is hands-on, engaging and encourages children to think like young scientists while developing a better understanding of the Earth in space.Hi Eileen,
I really enjoyed reading your lesson plan. Using Mario and Milo: Penny Rocket is an excellent way to engage children while introducing scientific investigation. I especially liked how you encouraged predictions, repeated trials and discussion about fair testing. This hands-on activity promotes curiosity, critical thinking and a clear understanding of how experiments work in an enjoyable, meaningful way.
Module 5 Assessment – Alien Chemistry
For this assignment, I selected the Activity Set: Alien Chemistry because it provides an enjoyable, hands-on way for First Class pupils to investigate scientific concepts.
I would begin by discussing solids, liquids and gases before introducing an exciting ‘alien laboratory’ where pupils act as young scientists. Children would predict what might happen when safe household materials such as baking soda and vinegar are mixed before observing the fizzing reaction.
They would describe what they see using scientific vocabulary, record their observations with simple drawings and compare their predictions with the results. This lesson promotes enquiry, observation and teamwork while integrating Science, Mathematics and Oral Language.
I would extend the activity by encouraging pupils to create their own imaginary alien and explain what type of planet it lives on, linking with Visual Arts and creative writing.
Using ESERO Ireland resources and connecting the lesson to Space Week would further inspire curiosity about science and space while developing pupils’ confidence in practical STEM investigations.Hi Olwyn,
I really enjoyed reading your lesson idea. It provides meaningful opportunities for children to explore different types of homes while making strong links with Maths, History and Visual Arts. The junk modelling activity is particularly engaging and encourages creativity, discussion and collaboration among the children.
Module 4 Assignment – ‘What Clothes to Wear?’ (ESERO)
For this assignment, I selected the ESERO activity ‘What Clothes to Wear?’ as I believe it is an engaging way to develop scientific skills in Senior Infants and First Class.
The lesson would begin with a discussion about different weather conditions and the types of clothing we wear in each season. Children would observe, question, predict and explain why certain materials are better suited to keeping us warm or dry.
They would work collaboratively to sort clothing items, investigate different fabrics and record their findings using simple charts and drawings.
This hands-on activity promotes curiosity, communication and problem-solving while integrating Science, Mathematics and Oral Language.
As part of the School Self-Evaluation (SSE) process, I would gather evidence through teacher observation, pupil voice, photographs and completed work samples.
Reflecting on this evidence would help me evaluate the effectiveness of the lesson and identify ways to further develop STEM learning in my classroom.
I would continue to use ESERO resources to encourage inquiry-based learning and ensure pupils remain active, engaged and confident young scientists.
