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These sound like brilliant ideas. It covers a variety of learning styles and ways for the children to access the learning. I think this would be very good, solid lesson for kids to engage with.
I would enjoy incorporating similiar materal in my teaching.
There are so many ways that songs, poems and art can help us connect with the night sky. Music and poetry can encourage children to think about the stars, moon and darkness in a more imaginative and emotional way, rather than only learning about them scientifically. President Michael D. Higgins’ poem “Stardust” is a lovely example because it encourages us to think about our connection with the universe and our place within it.
Other examples that could be explored with children include songs such as “Twinkle, Twinkle, Little Star” and “Fly Me to the Moon”. Art could also provide a great opportunity for children to express their own interpretation of the night sky. Artists such as Vincent van Gogh, particularly through The Starry Night, could inspire pupils to create their own night-sky artwork.
I think combining music, poetry and art with science would make the topic much more engaging. It would allow children to explore the night sky through creativity, imagination and emotion, while also developing their understanding of our natural world.
This a great hands-on, active way for the children to interact and explore with their environment. It would make the children more aware of their environment and how they can benefit their area.
I would incorporate the needs of nocturnal species into a school biodiversity plan by recognising that biodiversity does not stop when the school day ends. Many species, such as bats, moths, hedgehogs and owls, rely on darkness for feeding, shelter and movement. Protecting dark areas around the school could be an important part of supporting local wildlife.
Also, as a class we could carry out a simple light-pollution audit to identify areas where artificial lighting is unnecessary or too bright. Where possible, lights could be switched off when not needed, use timers or motion sensors, and be directed downwards to reduce light spilling into gardens and habitats. Planting native trees, shrubs and wildflower areas could also provide shelter and food for nocturnal species.I would involve pupils by allowing them to investigate which nocturnal animals are present in the school grounds, keep wildlife records and learn about their habitats. This could lead to practical actions and help pupils understand that creating a healthy biodiversity area means considering wildlife both during the day and at night.
This sounds great. The children would enjoy the learning, especially when it is focused around an area they are so familiar with. Linking with a festival would also keep them interested and engaged. Very good ideas and would be extremely beneficial to learners.
My area is a rural community, so pupils could investigate whether the night sky around the village remains relatively dark or whether artificial lighting from street lighting, houses, farms, businesses, roads and vehicles is creating localised areas of brightness. I would avoid telling pupils that Kilmihil has a particular level of light pollution until they have collected evidence themselves.
Light pollution would be a great local environmental topic to explore with 5th or 6th Class.They could start by investigating how artificial light from streetlights, houses, farms and roads affects the visibility of stars, local wildlife and energy use.I would engage learners through a simple night-sky investigation. They could observe the amount of artificial light in their local area, compare darker and brighter locations, and record how many stars they can see. Groups could then research how light pollution affects nocturnal animals and the environment.
To finish, pupils could discuss ways the community could reduce unnecessary lighting, such as switching off unused lights or directing outdoor lights downwards. This would make the learning practical, local and connected to real-life environmental action.
This all sounds really good. I love how you have included various months and opportunities to observe change. There is a variety of ways children can access the learning through drawing, visual as well as auditory. This would be so interesting for the children.
Observing the moon
To introduce the topic, I would have a conversation/discussion with the children about the moon. Gather prior knowledge as well as spark interest. We would explore a variety of images and discuss them in groups.
I would use the waning phase of the moon to explore. I would first discuss the various phases that exist and then explain why we might explore this phase, posing a variety of questions to the kids to encourage their input. Because this phase is visible in the morning, it would give the children the best learning experience. Prior to our visit outside, the children would all be given a sheet where they would record what they expect to see and why. They would also draw a rough sketch of what they expect the moon to look like.
The following week I would complete the same task and see can we record any differences or similarities. I would ask the children to view the moon in the evening and return to school with their observations. Classroom discussions are a crucial method to develop children’s understandings. This activity overall would prove extremely beneficial to children’s learning and help them understand the topic and gain hands-on experience.This is a brilliant idea. It is a very practical, hands on experience for the children. This meaningful learning is when the most valuable learning experiences. It is a difficult concept for children and with learning occuring naturally like this, it ensures they get a solid grasp of the concept and get to apply their knowledge.
I would choose “Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed” because it provides an opportunity to move beyond simply teaching science content and engage students in a problem-solving STEM experience.
I would engage my students in a practical STEM activity based on designing and constructing a sundial in the school grounds. This activity would allow students to explore how the position of the Sun changes throughout the day while applying knowledge from science, mathematics, technology and engineering. Liston highlights the importance of STEM activities being student-centred, collaborative, hands-on and connected to real-world problems rather than simply combining the four subjects under the STEM acronym.
I would begin by asking the students how people could tell the time before clocks and digital technology were used. This would introduce the concept of sundials and encourage students to ask questions about shadows, the movement of the Sun and the Earth’s rotation. Working in small groups, students would investigate how the length and direction of a shadow changes at different times of the day from the yard outside. They would make observations and record their findings using drawings, and photographs.
The students would then be given the challenge of designing a sundial suitable for our school grounds. They would have to decide where it should be located, considering factors such as sunlight and safety. Using simple materials, each group would construct a model and test it at different times throughout the day. Mathematics would be incorporated through measuring angles, distances and time intervals, while science would involve investigating light, shadows and the apparent movement of the Sun. Technology could be incorporated through using tablets or cameras to document observations and, where appropriate, digital tools to record or analyse data.
Importantly, the students would be encouraged to evaluate their designs and make improvements based on their observations. They would communicate their findings to the class, explaining why their sundial works and how they could make it more accurate. This reflects Liston’s view of authentic STEM learning as an opportunity for students to investigate problems, collaborate, communicate, test solutions and apply their learning in meaningful contexts.
This activity would also encourage me to reflect on my own classroom practice. STEM education should not simply mean adding technology to an existing lesson; instead, it should provide opportunities for students to become active problem solvers, investigators and designers. The sundial challenge would therefore allow students to take greater ownership of their learning while developing curiosity, creativity, teamwork, critical thinking and communication skills. It would demonstrate how STEM can be naturally integrated into everyday classroom experiences and connected to the students’ immediate environment.