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To implement a version of “Design Your Own Dark Sky Place” in the classroom, I would adapt it into a cross-curricular STEM project for senior primary pupils. First, I would introduce the concept of a Dark Sky Place by showing maps of Ireland’s Dark Sky Reserves, such as Kerry and Mayo, and discussing why protecting dark skies is important for astronomy, wildlife, and human health. Pupils would then work in groups to design their own Dark Sky Place, either on paper, using ICT tools, or through model-making. Each group would consider key features such as the location, community facilities, educational programmes, tourism potential, and dark-sky friendly lighting. The project would be inquiry-led, with pupils researching local light pollution, brainstorming solutions, and justifying their design choices. To conclude, groups would present their designs to the class, and their ideas could be showcased on a school display or linked to the school’s biodiversity and sustainability initiatives. This approach encourages creativity, critical thinking, and awareness of environmental responsibility while fostering pride in protecting the night sky.
When planning a biodiversity lesson for fifth class, I would highlight the importance of nocturnal species and their reliance on dark skies. Many species in Ireland, such as bats, moths, owls, and hedgehogs, need natural darkness for feeding, navigation, and reproduction. Light pollution disrupts these behaviours, reducing biodiversity and threatening survival. To help pupils understand this, I would begin with a discussion and short video on nocturnal animals and their adaptations to life at night. Using inquiry-based learning, the class could investigate the effects of light pollution by surveying artificial light sources around the school and considering how they might impact local wildlife. Pupils could then design posters or create models to show ways the school could become more “dark-sky friendly,” such as shielding outdoor lights, reducing unnecessary lighting, or planting hedgerows to provide dark corridors for bats. These ideas would be incorporated into the school biodiversity plan, linking science learning with active environmental stewardship.
I would love to explore how light pollution is impacting Cork city with my 5th class. Cork city experiences high levels of light pollution, mainly due to its dense street lighting, car parks and urban infrastructure. This significantly reduces visibility of stars and celestial events, with the night sky often washed out by a bright orange or white glow. While Cork has upgraded over 18,000 streetlights to energy-efficient LEDs, reducing electricity use and CO₂ emissions, these lights can still contribute to sky glow if not properly shielded. Using digital tools such as Stellarium, pupils could explore how the night sky should look without light pollution. As part of an inquiry-based investigation, students could survey and map local light sources, ask questions about their impact, and reflect on their findings. Finally, we would explore solutions such as dark-sky friendly lighting, reducing unnecessary lighting, and using warmer-coloured LEDs, linking this discussion to Cork’s recent LED lighting strategy. This approach would not only develop scientific skills but also foster awareness of sustainability and our responsibility to protect the night sky.
I love the idea of shining a torch through a clear plastic cup (to show focused light) and then through a foggy cup (to show scattered light). Such a clever demonstration.
Hi Aisling,
This sounds like a great lesson. I love the use of a visual stimulus and I think the questions you have planned will lead to a great discussion. I must have a look at the Daily Moon Guide you mentioned, sounds like a great resource.
Megan
3. Plan to observe the Moon – What phase of the Moon is best for observing in the morning from school? What dates will that be?
I have planned the following series of lesson to start the first week of October. This is when Space Week takes place. This plan will be weather dependent as I need to ensure the forecast allows sky visibility. On the Monday, I will use this visual as a stimulus for discussion:
I will use a carousel brainstorming strategy to elicit the students prior knowledge about the moon. This activity will also give me an opportunity to identify any misconceptions about the moon, e.g., that it only comes out at night. Through discussion and teacher questioning, we will develop an inquiry question. I will lead the children to wonder why the moon appears to be a different shape from night to night.
Their homework will be to take note of what the moon looks like each night for one week (Scaffolding – what shape is the moon today? Can you see shadows, craters or details? Where is it in the sky, using cardinal directions?). According to timeanddate.com, there will be a full moon on Tuesday 7th October. I will send a message on SeeSaw to remind the students to look out and observe the moon. I will also take a photo of the moon each night.
By the following Monday 13th October, the moon will be in the 3rd quarter. During this phase, the Moon rises in the morning and sets in the evening making it visible in the morning sky. As we meet in the yard every morning just before 9:00, I will invite the children to look up and observe the moon.
Later that day we will refer to our homework copies where we have kept our moon journal for the past week. I will ask them, what did we learn from looking at the moon? I will then introduce the idea of moon phases using a globe, a torch and a ball to demonstrate how the moon reflects the sun. I will show the 8 phases of the moon in a simple diagram. I will ask the children to identify what phases of the moon they observed over the past week. We will then compare our records with a moon phase calendar. We will continue to observe and record the moon every night and have a brief daily discussion on what we observed.
In other curriculum areas, we will extend our learning by creating artwork based on the phases of the moon and writing descriptive writing about the Moon I Saw Today.
3. Plan how your students could “observe and record the positions of the sun when rising and setting at different times of the day”.
I teach fifth class and would link this learning to the fifth/sixth class curriculum objectives of the Geography Curriculum (S: Natural environments, SU: Planet Earth in space, CO: observe and record the positions of the sun when rising and setting and at different times of the day). I would use the ESERO Framework for Inquiry to plan the teaching and learning.
As a stimulus, I would use ESA’s video ‘Paxi – Day, night, and the seasons’ to engage the children. I would then use a discrete and answerable starter question – can we use the sun to tell the time? The children would engage in a TPS to start the discussion. The children would then lead the planning of the investigation to answer the question, I would use questioning to prompt them. I would try to lead their ideas towards tracing around each other’s shadows with chalk or marking the shadow of a stick at different intervals throughout the day. I would remind them what is a fair test and ensure they are planning a fair test investigation (object causing the shadow is always in same place when recorded). Before carrying out the investigation, they must record and justify their predictions.
Once they have conducted their investigation, they must use the data they collected and recorded to answer the question and draw conclusions. We will engage in a discussion where I will ask the children to explain why this is the case. I will provide the students with a torch and a globe to aid them in their explanations.
We will then apply this learning by making a sun dial, following ESERO’s video ‘How to Make a Sun Dial at Home’. Following the lesson, I will keep note of what worked well and what could be improved the next time.
I think it’s great that you have encourage collaborative work by allowing the children to trace around each other’s shadows with chalk. Thanks for sharing!
