[Michael O Riordan]

I really like the fun aspect of the above lesson. The use of Art really helps with keeping the children engaged. the idea of creating their own 3D constellation also leads to a better understanding of what they actually are.

[Michael O Riordan]

Create a short teaching resource using Stellarium/ WorldWide Telescope:

I am currently teaching 6th class so this lesson is geared towards that level but can be adapted for any level. This STEM lesson introduces 6th Class pupils to the night sky using Stellarium or WorldWide Telescope. The lesson begins with a discussion about stars, constellations and planets, encouraging pupils to share their previous knowledge and ask questions about space. Using the software on an interactive whiteboard, the teacher demonstrates how to set the location to Ireland, change the date and time, and explore how the appearance of the sky changes throughout the day and across the seasons. Pupils identify key features such as Polaris (the North Star), the Plough, the Moon and visible planets while recording their observations on a simple worksheet. Throughout the lesson, the teacher engages pupils by asking prediction and observation questions, encouraging discussion and supporting collaborative learning. The lesson concludes with a class reflection on how technology helps astronomers study space and an extension activity where pupils research a visible planet and present interesting facts to the class.

[Michael O Riordan]

Hi Michael,

I love the practical and hands on elements of this lesson. The idea of using local landmarks as a teaching tool is a great idea. Given my own schools location right next to a national park this method is something that I could easily apply to my STEM lesson. The cross-curricular pieces of the lesson are also very appealing and in line with how we should approach the teaching of STEM.

[Michael O Riordan]

Observing and recording the suns Position.

STEM Lesson: Observing and Recording the Position of the Sun

In this STEM lesson, students will investigate how the position of the Sun changes throughout the day by observing and recording where it appears during sunrise, midday, and sunset over several days. The lesson begins with a class discussion about why the Sun appears to move across the sky and how this movement affects our daily lives. To engage students, I will ask them to make predictions about where they think the Sun will rise and set and encourage them to share their ideas with the class.

Students will work individually or in small groups to observe the Sun from an outdoor location at designated times. They will record their observations in a science journal by drawing the Sun’s position, noting the direction using a compass or landmarks, and recording the time and weather conditions. I will model how to make accurate observations, ask guiding questions, and encourage students to compare their findings with those of their classmates. We will also use simple tools, such as a shadow stick or compass, to help students identify changes in the Sun’s position.

At the end of the investigation, students will analyse their recorded data to identify patterns and discuss how the Earth’s rotation causes the Sun to appear to move from east to west. To reinforce learning, students will create a simple graph or diagram illustrating the Sun’s changing position throughout the day and reflect on how their observations supported or changed their original predictions. This hands-on investigation promotes scientific inquiry, observation skills, data recording, and critical thinking while actively engaging students in exploring an everyday natural phenomenon.

[Author]

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