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I loved reading this! I’d never heard of the Tanabata festival before, but it sounds like such a lovely way to connect children with the night sky through storytelling and culture. I think the wish tree activity would be a really engaging classroom idea, even if it’s not on the exact date. I also love your selection of songs, especially <em data-start=”411″ data-end=”432″>A Sky Full of Stars and <em data-start=”437″ data-end=”469″>Vincent (Starry, Starry Night). They would be great starting points for integrating music, art and literacy while encouraging children to think about how the night sky has inspired people across different cultures and throughout history.
I think the Design Your Own Dark Sky Place activity would work really well with my 3rd class as it is creative, collaborative and encourages children to think about caring for their local environment. First I’d introduce what makes a good place to stargaze and introduce the concept of dark sky parks. We would look at the importance of dark skies for people, wildlife and the environment, before looking at the various stakeholders involved such as local residents, conservation groups, planners and visitors.
The children would work in small groups and imagine they had been asked to design a dark sky space for the Lucan area. They would draw a map of their park, deciding where to put viewing areas, walking trails, information boards and habitats for nocturnal wildlife. They would also look at ways to reduce unnecessary lighting, while keeping the area safe and welcoming for visitors. Finally, each group would create a brochure or poster to advertise their dark sky place, and explain why it is important to protect the night sky.
This project would be a great way to integrate Science, Geography, Visual Arts and English. It would also promote teamwork, creativity and problem-solving, while helping children to understand their role in protecting biodiversity and encouraging more sustainable communities.
I really like the idea of involving the student council in this. It gives the children a real sense of ownership and shows them that they can make positive changes in their school environment. I also think combining a lighting survey with creating habitats like wildflower areas and bug hotels would be a great way to help pupils see the connection between reducing light pollution and supporting local biodiversity. It’s a lovely example of children taking meaningful action for wildlife.
Living in Navan and working in Lucan, I have become more aware of the differences in biodiversity between the two areas. Navan has plenty of quieter green spaces, making it easier to spot wildlife such as birds, bats and insects, while Lucan is much more developed, with busier roads, housing estates and more artificial light. This is a great opportunity for pupils to investigate how the local environment can impact on biodiversity and how light pollution can impact on wildlife. Artificial light can interfere with nocturnal species such as bats, owls and moths in terms of feeding, navigation and migration, the module points out.
To get my class interested, I would begin with a biodiversity walk around the school grounds and a nearby green space in Lucan. Pupils would learn to identify native plants and animals, think about which species might also be active at night and whether the area provides suitable habitats. They could even do a simple light survey identifying bright areas around the school and discuss how this might affect local wildlife. Pupils would then finally work in groups to respond to a design challenge to improve biodiversity by proposing practical actions such as planting native wildflowers, installing bat or bird boxes or reducing unnecessary outdoor lighting. This hands-on, inquiry-based approach would help pupils develop an appreciation of biodiversity and the important role dark skies have in protecting local ecosystems.I really like the idea of linking up with schools in different parts of the country. It would give the children a much clearer picture of how light pollution varies depending on where you live, and they’d probably enjoy comparing photos and observations. I also love your connection to the World Wars and the Eire signs. Looking at wartime blackouts and discussing what our towns and cities might look like today with much less artificial light would make the topic feel really relevant and bring history and science together nicely.
Living in Navan and teaching in Lucan has made me more aware of the variation in light pollution from community to community. There are areas on the outskirts of Navan where the night sky is still reasonably dark and on a clear evening many stars can be seen. But Lucan has a much bigger population and busy roads, housing estates and commercial areas mean much more artificial lighting. The streetlights, security lights and lighted buildings throw a noticeable glow in the sky, making it much more difficult to see the stars. The module explains that light pollution is caused by excess or inappropriate use of artificial light and can affect people, wildlife and the environment.
To engage my pupils I would start by asking them whether they have ever observed a difference in the night sky when visiting other places. We would then look around our school for different sources of artificial light and discuss if they are necessary or could be made more ‘dark sky friendly’. Pupils could create a simple map of the outside lighting of the school, recording observations and working in groups to suggest improvements such as shielding lights, using warmer bulbs or ensuring lights are only used when required. This inquiry-based approach would help children develop environmental awareness as well as observation, teamwork and problem-solving skills.
I really like how you’ve connected observing the Moon with history, storytelling and art. I think the idea of asking children to imagine how people in the past understood the Moon before artificial light would really capture their curiosity. The link to myths and legends is a lovely way to bring literacy into the topic too. I also like the connection to Aristotle and how children can become “Moon observers” themselves by recording the phases over time. October would work really well with the Halloween theme, especially with exploring the stories and beliefs people created about the Moon. I think the Heavens Above and Time and Date resources would be really useful for helping plan observations and making sure the children get a chance to see the Moon at the right time.
3. The Last Quarter (Third Quarter) Moon is the best Moon phase to observe from school in the morning. At this time the Moon rises around midnight and is visible throughout the morning, setting around noon, making it an ideal time for observation during school hours. It is also a good time for pupils to see surface features such as craters, as the low angle of the sun creates good shadows. The course notes also mention that seeing the Moon in the morning helps the children to understand that the Moon is not just visible at night and ties in well with learning about light, shadows and the relationship between the Earth, Moon and Sun.
While the question asked about the school year 2024/2025, I assume it actually means this year, so for the 2026–2027 school year, the Last Quarter Moon dates are:
26 September 2026
25 October 2026
24 November 2026
20 December 2026
10 January 2027
28 February 2027
30 March 2027
28 April 2027
28 May 2027
27 June 2027I’d set aside a quick morning observation for sometime in these few days. Before going outside I would ask the children to predict what they expect to see and encourage them to record observations through sketches and simple notes. Then we could talk about why you can see the Moon during the day, and model the positions of the Earth, Moon and Sun using a globe and lamp. This would help develop observation, questioning and scientific thinking skills and reinforce inquiry based learning.
I really like your idea of keeping a nature diary throughout the year. I think it would make the learning much more meaningful as the children could see the seasonal changes happening around them rather than just reading about them. It would also be lovely to link it with art by sketching plants and trees or with maths by comparing daylight hours and temperatures over time. It’s definitely the kind of activity that encourages curiosity and gets children looking more closely at the world around them.
After reading Liston (2018), I realised that STEM education is much more than teaching science, technology, engineering and mathematics individually. Real STEM learning should integrate all four areas in meaningful ways so that children can solve real-world problems through creativity, collaboration and critical thinking. I also liked the idea that engineering was the link that ties the other subjects together instead of just doing a science experiment or using technology in a lesson.
I would use the activity ‘One Year on Earth – Understanding the Seasons’ with my class to help pupils understand why we have different seasons. First, I would ask the children what they already know about the seasons and would encourage them to share their own observations from throughout the year. Pupils could use globes, torches and digital simulations to explore how Earth’s tilt and orbit around the Sun influence the hours of daylight and the seasons.
An authentic STEM activity could involve pupils working in small groups to design and build a simple model of how the Earth moves around the Sun. They would test their models, articulate their thinking and make suggestions for improvement. This activity encourages teamwork, communication and problem-solving skills and helps children to relate scientific ideas to everyday life. It reflects Liston’s belief that STEM learning needs to be collaborative, inquiry-based, and grounded in real-world problems rather than the isolated teaching of individual subjects.
<p class=”isSelectedEnd”>Thank you for sharing all the amazing work happening in your school. It’s wonderful to see how you have made Belgrave Park such an important part of school life and created such a strong connection between the pupils, the school and the wider community.</p>
The range of activities you have in place, from caring for the park and encouraging active travel to your sustainability projects and reuse initiatives, is really inspiring. It’s clear that the children are learning the importance of looking after their environment in a very practical and meaningful way. Well done to everyone involved!Sustainability is something that is becoming more important in our everyday lives as we become more aware of the impact our choices have on the environment. From studying this module, I have a better understanding that sustainability is about using resources responsibly now while making sure they are still available for future generations. It is not just about protecting the environment, but also about considering the social and economic aspects of how we live.
In my local area of Navan and where I work in Dublin, sustainability can be seen in small actions that people take every day, such as recycling, reducing waste, protecting local wildlife and making more conscious choices when shopping. I think it is important to recognise that everyone has a role to play, and even small changes can make a difference. The module also highlighted how our food choices can affect the environment and how choosing sustainably produced food can help reduce our impact.
In the classroom, I would like to encourage my pupils to explore sustainability by looking at examples in their own community. This could involve carrying out a sustainability project in the school, investigating how waste is managed, exploring local biodiversity, or finding out about groups and organisations that are working in sustainable ways. Pupils could also learn about sustainable food production, including how aquaculture, such as seaweed and shellfish farming, can help protect the environment.
I believe that giving children opportunities to take part in practical activities will help them understand that sustainability is not just a topic to learn about, but something they can actively take part in. By exploring sustainability at a local level, pupils can see how their own actions connect to wider global issues and develop a greater appreciation for the world around them.
I really enjoyed reading your reflection. I especially liked your idea of using the school kitchen to give children a hands-on learning experience, as practical activities can make healthy eating much more meaningful. You’re also right to highlight the importance of checking for allergies and dietary requirements beforehand. I agree that linking seafood nutrition with Ireland’s coastal environment and aquaculture industry helps children make real-world connections and encourages them to think about both healthy eating and sustainability.
The ARC module on the Nutrition of Seafood has helped me to appreciate the vital contribution seafood makes to a healthy, balanced diet. I was particularly interested to hear about the nutritional benefits of seafood, such as high quality protein, Omega-3 fatty acids, iron and Vitamin D. It also helped me to understand where seafood fits in the Food Pyramid and why these nutrients are important for children’s growth and development and overall wellbeing.
I could use this knowledge in my classroom through fun, cross curricular activities linked to SPHE, Science and Geography. Pupils could research the Food Pyramid, compare different food groups, investigate healthy eating habits and talk about the value of choosing sustainably sourced seafood. I also liked the idea of supermarket activities that help children recognise sustainability labels and think about where their food comes from.
Together these resources provide practical means of making nutrition relevant and interesting for children, whilst encouraging them to make healthy food choices and to develop an appreciation of sustainable seafood in Ireland.
I really enjoyed reading your reflection. I agree that using real-life contexts makes STEM much more engaging for children, and I like your idea of using Chromebooks for research and collaborative projects. It also highlights how technology can be integrated naturally into learning. I think your point about using the ARC resources as part of the SSE process is really important, as a whole-school approach would help build consistency and confidence in STEM across all class levels.