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I love all of these suggestions Eimear, especially the integration with Gaeilge and art. These would be great resources and ideas for an Aistear theme of ‘Dark Skies’.
I would do a “Design Your Own Dark Sky Place” project at school by getting the children to look at how lighting is used around the school and how it affects the night sky. We could start by talking about what light pollution is and why dark skies matter for wildlife, biodiversity, and being able to see the stars.
The children could then explore the school grounds in groups and spot where artificial lights are used, thinking about whether all of them are actually needed.
After that, they could design their own “Dark Sky School.” They could draw a map of the school and suggest changes like turning off unnecessary lights, using motion sensors, or making sure lights point downwards instead of up into the sky. They could also look into how nocturnal animals are affected by artificial light.
To make it more fun and creative, they could make posters, artwork, or poems about the night sky. They could then share their ideas with the rest of the school and maybe even help put some of their suggestions into action. This would help them see that even small changes locally can make a real difference to protecting dark skies and biodiversity
Hi Sean
I really like the idea of using ChatterPix to allow the children to share what they have discovered. It would make the biodiversity walk more interactive and give them an opportunity to explain their learning in their own words. I also think the evening walk is a great idea, as it would help children make a real connection between light pollution and the wildlife in their local area. Comparing brighter and darker areas could lead to some interesting observations and discussions. It would also be a lovely way to involve parents in the children’s learning and encourage them to become more aware of biodiversity outside the school environment.
I would engage my students in exploring biodiversity in our local area by using the canal near our school as a starting point. We could take a short biodiversity walk along the canal and encourage pupils to observe and record the different plants, insects, birds and other wildlife they find. Working in groups, they could identify species and discuss how the canal provides food, shelter and habitats for a range of living things.
I would then introduce the idea of light pollution and encourage pupils to consider how artificial lighting around the canal could affect local biodiversity. We could discuss nocturnal animals such as bats, moths and other insects that are active after dark and investigate why darkness is important for them. Pupils could compare areas that are brightly lit with darker areas and make predictions about where they might find more wildlife. This would help pupils make a connection between their local environment and the impact that human activity can have on biodiversity.
Hi Marie,
I really enjoyed reading your reflection. I liked how you connected it to your own experience of seeing the Northern Lights and how it highlighted the differences between children living in rural and urban areas. Your idea of making the pupils “night sky investigators” is engaging and gives them ownership of the learning. It also provides a meaningful opportunity to involve families and connect science with everyday life. I especially like the progression from observing light pollution to exploring dark sky-friendly lighting, as it encourages children to think about practical solutions as well as the problem itself.
I would choose to create a teaching resource using the Globe at Night citizen science programme with my 1st class. This would be a fun and engaging way to introduce children to the night sky while helping them understand the effects of light pollution.
I would begin by reading a story about the stars and asking the children what they can see in the sky during the day and at night. We would discuss why some places have lots of lights and how bright lights can make it difficult to see the stars. I would show pictures of the same night sky in areas with different levels of light pollution and encourage the children to talk about what they notice.
As a simple home activity, children would go outside with a parent or guardian on a clear evening and count how many stars they could see. They could draw a picture of the night sky or record whether they saw “lots of stars”, “some stars” or “only a few stars”. Back in class, we would compare our observations and talk about why they were different.
This activity encourages children to observe, predict and communicate their ideas while developing an awareness of the environment. It also helps them understand that they can contribute to real scientific investigations in an age-appropriate way, making science meaningful and enjoyable.
Hi Richard,
I really enjoyed reading your post. I like how you would begin by exploring the children’s prior knowledge before introducing Stellarium, as this encourages curiosity and active participation. Using the interactive whiteboard to identify constellations and locate Polaris is a great way to make the night sky more meaningful for pupils.
I also think your follow-up activities are excellent. Designing their own constellations and creating star maps provides valuable cross-curricular links with art and geography while reinforcing their learning. The idea of inviting families to a school stargazing evening is particularly inspiring, as it extends learning beyond the classroom and encourages children to share their excitement about astronomy with their parents.
3. I would plan a morning Moon observation with my 1st class to encourage curiosity about the sky and help children realise that the Moon is not only visible at night.
The best time to observe the Moon from school is during the last quarter phase, when it can still be seen in the morning. For the 2024–2025 school year, suitable dates include 24 September 2024, 24 October 2024, 22 November 2024, 22 December 2024, 21 January 2025, 20 February 2025, 22 March 2025, 20 April 2025, 20 May 2025 and 18 June 2025.
Before going outside, I would ask the children if they think they will be able to see the Moon during the day and encourage them to make a prediction. Outside, we would work together to find the Moon and talk about its shape and where it is in the sky. The children would draw what they see on a simple observation sheet and describe it using words such as round, half or crescent.
Back in the classroom, we would share our drawings and discuss how the Moon changes shape as it changes time. We could finish by reading a story about the Moon or creating Moon phase artwork. This hands-on activity encourages observation, discussion and curiosity while developing the children’s scientific skills in an enjoyable and age-appropriate way.
Hi Mary,
I really like how this activity encourages pupils to make predictions and investigate their own ideas. Using shadows to track the Sun is a simple, hands-on way to develop observation skills while making the science meaningful. The integration with Art is a lovely addition, allowing pupils to reinforce their learning in a creative way.
To engage my first class students in September I would introduce a simple sundial activity in the school yard. We would begin by talking about the Sun and asking the children what they notice about shadows during the day. The class would predict what might happen to a shadow as the day goes on. Together, we would place a stick in a sunny area and mark the position of its shadow at different times of the school day using chalk. The children would record their observations by drawing the shadows and discussing how they changed.
This activity links science by exploring light, shadows and the movement of the Earth, mathematics by comparing lengths and sequencing times of the day, engineering by helping to design and improve our simple sundial, and technology by taking photographs on a tablet to compare the shadows. The activity encourages curiosity, teamwork and observation skills while showing pupils that science and maths can be explored through everyday experiences. It also supports the development of language skills as children describe, predict and explain what they observe.