Forum Replies Created
-
Posts
-
Suitable for Senior Infants
Songs, poems, and artwork help Senior Infants connect with the night sky through imagination and sensory experiences. Songs like “Twinkle, Twinkle, Little Star”, “Zoom Zoom Zoom, We’re Going to the Moon”, and “I See the Moon” are ideal for singing, movement, and rhythm lessons in class.
Poems such as “The Moon” by Robert Louis Stevenson and “Star Light, Star Bright” spark wonder and are easy to learn and recite. Children enjoy responding creatively through art. Van Gogh’s “The Starry Night” encourages swirling sky paintings using crayons, paint, or oil pastels. Chalk on black paper can be used to create constellation pictures, while silhouette art shows the moon and stars over trees or houses. Watercolour resist techniques can depict galaxies and starry skies.
These activities support oral language, creativity, and emotional expression while helping children build an appreciation for the natural world. They integrate well across the curriculum through Aistear, SESE, and the arts.
These are great Sandra. I will be noting these for my infant class too. The children will enjoy engaging with wearing the nocturnal masks making it very active and more meaningful for the kids.
We have many moths and butterflies in our school grounds too so I definitely will be noting these activities in my own learning record as I really like the idea of a ‘moon garden’ and I think the children will really engage with this idea. This would be a fabulous idea also for the younger classes as they often read the picture book ‘The hungry caterpillar’ as part of their SESE and literacy lessons.
To engage learners in exploring local biodiversity and the impacts of light pollution, I would begin by involving our Green Schools Committee (3rd–6th class) to lead the initiative in our suburban school. Together, we would carry out a biodiversity survey of the school grounds, identifying existing plant and animal life and noting areas for improvement. Learners would use identification charts and digital tools to document species and track changes over time. We would use many of the resources mentioned here in module 4 such as bird watch ireland, moths ireland, animals that navigate by the stars and wild things at school.
We would create habitats to support biodiversity, such as a wildflower patch to attract pollinators like butterflies and bees, and install bug hotels to shelter insects. To explore the impact of light pollution, students would conduct simple night-time observations to see which species are active in different light conditions. This would raise awareness of how artificial lighting can affect wildlife behaviour. By leading assemblies and sharing findings on our noticeboard and newsletters home, the Green Schools Committee would foster whole-school engagement and environmental responsibility.
Light pollution is becoming increasingly noticeable in my local urban area, with bright streetlights, illuminated advertisements, and over-lit buildings washing out the night sky. The stars that were once clearly visible on clear nights are now completely obscured, impacting not only our connection to the natural world but also local wildlife and energy use.
To help learners explore this issue, I would begin by taking them outside at night (or through a virtual stargazing session) to compare areas with different light levels. We could take our school and a school in a rural part of Ireland. We would use sky maps or Stellarium to see how many stars they can identify. Learners could then investigate sources of light pollution in the school or local community, conduct simple light measurement activities, and design posters or persuasive letters promoting “dark sky” practices for our school community/local residents around our locality. By making the topic hands-on and locally relevant, students can see themselves as active participants in protecting the night environment for future generations.
What a lovely activity to complete (counting stars) to connect students directly with nature and the sky.
Select one of the activities in the Framework for Inquiry.
Lesson Title: The Travelling Space Buggy
Class Level: 4th Class
Subject: STEM / Science & Engineering
Strand: Materials / Forces
Time: Approx. 60 minutesMaterials Needed:Cardboard, wheels (bottle caps), straws, skewers or axles, tape, scissors, rulers and pencils for sketching, bumpy test surface materials (e.g., bubble wrap, small pebbles, ramps)
Optional: Stopwatch, weights for testing
Learning Objectives: By the end of the lesson, pupils will be able to:Investigate how wheel size and placement affect movement over uneven ground.
Design and build a space buggy that is stable and travels smoothly.
Test, modify, and evaluate their buggy design.
Interpret results through comparison and discussion.
Engage: Starter Question“How can a space buggy be designed to be stable and travel easily over bumpy ground?” Show a short video or image of a real Mars rover or lunar buggy.
Ask the students:
“What kind of surface might a space buggy have to travel on?”
“What problems might it face on rocky ground?”
Predicting & Designing (Explore) In pairs/groups, children predict what features make a buggy move easily over bumpy surfaces.
Ask them to draw their buggy design, focusing on: (Number of wheels/size/axle placement/width of base)
Conducting the Investigation (Explain & Elaborate). Pupils build their buggy using provided materials (e.g., cardboard, bottle tops, dowels, straws, etc.).
Create a test track (e.g., ramps, bubble wrap, sandpaper, or foam blocks) to simulate “bumpy space ground.” Pupils test their buggies for: (Ease of movement/stability).Allow time for redesign and retest, encouraging iteration.
Sharing & Interpreting the Data (Evaluate) Facilitate a whole-class discussion with questions such as:“How are the buggies similar or different?”
“What changes did you make and why?”
“Which buggy performed the best – and what do we mean by ‘best’?”
“Did your predictions match what happened?”
Create a class chart of key design features that helped the buggy work best.Plenary / Reflection: Pupils complete a short reflection sheet or orally respond:
“I learned that…”
“Next time I would…”
Assessment OpportunitiesObservation of design and redesign process
Quality of reasoning during discussions
Use of scientific language (e.g., “stable,” “balanced,” “test,” “predict”)
Reflection responsesLovely STEM activity to do on the theme of Space where the children are actively involved in designing their own Foam Rocket. This is one that I will be noting for my own senior infants class when we are doing the theme of Space during the year.
Hi Megan,
This is a meaningful authentic STEM activity in which the children are using the data collected to draw conclusions. It will be great for them to communicate their results with their peers and also to the wider school community. I’m sure the children will really enjoy engaging in this activity. Thanks for sharing this activity with us.
I currently teach senior infants and always teach through play-based themes each month along with the use of picture books. For this theme I would use the Paxi videos and a variety of books throughout the year. One book that I would use through the all the seasonal themes is ‘The Things I love about Trees ’ by Chris Butterworth. I would use each season as a theme throughout the year. We would focus in on the trees in our school grounds, weather, animals, people’s clothes while focusing on these in our play-based learning. I would also focus in on a deciduous tree at the front of our classroom and one evergreen tree at the back of our school. We would take photographs each fortnight of each of the trees and talk about its foliage, the weather, animals we see within our school grounds and what type of clothes people were wearing during each fortnight. We would discuss whether type of clothes the children were wearing related to the current weather we were experiencing? We would print the photos of the trees and discuss what was happening to the leaves on the trees. We would discuss any patterns we noticed with the trees and any changes we noticed with the foliage and colours as we moved through the seasons. This would allow the children to observe the seasonal changes within their own local environment and make it meaningful for them.
Here is a list of songs, poems, and artworks that connect us with the night sky, capturing its beauty and mystery.
Songs
“Vincent” by Don McLean: Inspired by Van Gogh’s The Starry Night.
“Space Oddity” by David Bowie: This song explores themes of space and isolation.
“Starman” by David Bowie: A tribute to the stars and the possibility of life beyond Earth.“A Sky Full of Stars” by Coldplay: Celebrates the beauty of stars.
“Under the Milky Way” by The Church: This song reflects on the beauty and mystery of the night sky.
“Talking to the Moon” by Bruno Mars: This song explores themes of longing and connection.
“Moon River” by Henry Mancini: This song celebrates dreams and journeys under the night sky.
“Stars” by Simply Red: This song emphasizes longing and wonder inspired by stars.Poems
“Stars” by Robert Frost: This poem reflects on the timelessness and beauty of the stars.
“To the Moon” by Percy Bysshe Shelley: This poem contemplates the moon’s influence and beauty.
“Silver” by Walter de la Mare: This poem captures the gentle glow of moonlight over the landscape.
“Night” by William Blake: This poem explores the serene beauty of the night.
Art
“The Starry Night over the Rhône” by Vincent van Gogh: This painting captures the reflection of stars in the Rhône River.Lovely collection of songs and poems here for all class levels which really engages the children to connect with the night sky.
Thanks for sharing as I have noted these in my own learning record.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Engaging learners to explore local biodiversity and the impact of light pollution can be achieved through hands-on activities and community involvement. First, I would organise a whole school approach where each class in the school would have a section of school grounds to observe and note the plants and animals in it. These findings could be shared at a school assembly whereby all the pupils are aware of the plants and animals in our school grounds. Next, I would organise weekly timetable of field trips where pupils can observe local wildlife and plant species first hand in our school grounds. During these field trips, encourage the pupils to take photographs and document their observations through photos and notes, fostering a personal connection with nature. Next I would implement a project-based learning approach in the middle and senior classes by having students research and present on local nocturnal species and the effects of light pollution on their behaviours and habitats. We could also try and facilitate night time observation sessions whereby parents and pupils can use binoculars and telescopes to observe nocturnal animals and the night sky, emphasizing the importance of the dark skies. Also motion activated cameras could be set up in different parts of the grounds and observed over a few weeks to see/observe the impacts of light pollution on the local nocturnal species and their behaviours. Pupils could create an awareness campaign about light pollution and its impacts within the school and local community. This would empower them to advocate for sustainable lighting practices both at school/home and in our local community.
Great idea Patrick of using motion activated cameras to observe and monitor animal life and activity in the school grounds. This would definitely capture the interest of the children and staff in the whole school.
Thanks for sharing!
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
Project Overview
Objective:
Engage pupils in understanding light pollution, its effects, and ways to mitigate it by participating in the “Rising Star” Awards Program. The project will culminate in a submission that highlights pupils’ efforts and achievements in raising awareness and implementing solutions.Duration:
6-8 weeksClass Level:
5th classStep 1: Introduction and Research (Weeks 1-2)
1. Introduce Light Pollution:
Class Discussion: Begin with an interactive discussion about what light pollution is and why dark skies are important. Use videos or animations to illustrate the concept from ESERO/Curious Minds website.
Guest Speaker: Invite a local environmentalist to talk about their experience with light pollution and its effects on astronomy and wildlife in the local area.
2. Research and Exploration:Reading: Provide articles and resources about light pollution. Encourage students to explore the International Dark Sky Association (IDA) website for information.
Research Groups: Divide the class into small groups to research different aspects of light pollution, such as its impact on wildlife, human health, energy consumption, and astronomy.
3. Presentation:Group Presentations: Have each group present their findings to the class. Encourage them to use visuals and be creative in their presentations.
Set 2: Hands-On Activities and Community Engagement (Weeks 3-5)1. Night Sky Observation:
Field Trip: Organize a visit to a nearby area with low light pollution. Provide students with star charts and telescopes to observe the night sky. Use Stellarium website to observe the night sky.
Observation Log: Have students maintain a log of their observations, noting the visibility of stars and any challenges they face due to light pollution.
2. Light Pollution Audit: School and Neighbourhood Audit: Conduct a “light audit” around the school and students’ neighbourhoods. Have students identify sources of light pollution and document them using photos and notes.
Data Analysis: Analyse the data collected to identify patterns and discuss potential solutions for reducing light pollution.
3. Community Awareness Campaign: Poster and Flyer Design: Task students with creating posters and flyers to raise awareness about light pollution and its effects within the school and local community. Encourage them to include tips for reducing light pollution, such as using shielded lights and turning off unnecessary lights.
School Event: Host a “Dark Sky Night” event at the school, where students can present their projects to parents and community members. Include a stargazing session if possible.
Set 3: Solution Design and Implementation (Weeks 6-7)1. Engineering Solutions: Design Challenge: Challenge students to design a solution that reduces light pollution. This could be a prototype of a shielded light fixture, an app to promote dark sky-friendly practices, or a community action plan. Prototyping: Provide materials for students to create models or prototypes of their solutions.
2. Implementation: Choose one or more feasible solutions and implement them at school or in the community. This could involve installing shielded lights, creating educational materials, or organizing a community clean-up event to reduce unnecessary lighting on the school grounds.
Set 4: Documentation and Submission (Week 8)1. Project Documentation: Guide students in creating a project portfolio that includes their research, findings, solutions, and the impact of their efforts. This should include written reports, photos, drawings, and any other relevant materials. Ask students to write a reflection on what they learned and how their perception of light pollution and dark skies has changed.
2. Submission to “Rising Star” Awards: Compile the class’s work into a comprehensive submission for the IDA’s “Rising Star” Awards. Follow the program guidelines to ensure all necessary components are included. Organise a class celebration to recognize students’ hard work and dedication to the project. Acknowledge their contributions and emphasize the importance of continuing efforts to protect dark skies.
Conclusion By engaging in this project, students will gain a deeper understanding of light pollution and develop skills in research, collaboration, and problem-solving. Participating in the “Rising Star” Awards Program provides an opportunity for them to make a tangible impact in their community and contribute to global efforts to preserve dark skies.
