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Activity set: Stars
I would use the Star Lantern activity as part of a SESE lesson linked to space and constellations. It looks like a really engaging, hands-on way for children to explore stars and patterns in the night sky.I like that it begins with a simple printed constellation, as it gives the children a clear focus while still allowing creativity. I also think it would be great for developing fine motor skills and concentration.
Once the holes are made, rolling the card into a cylinder to form the lantern would help the children see how a flat image can become a 3D object. I think this would be a good moment for discussion around shape and structure.
Decorating the lantern with tissue paper or crepe paper would allow for creativity, and I can imagine the children being very proud of their finished work. If displayed with a light inside, it would really bring the constellations to life.
Overall, I think this would be a lovely cross-curricular activity.
Hi Caoimhe, I think the Planet songs would be a great lesson and I like the idea of incorporating it with PE and Dance!
Activity Set: The Sun and Shadows – Solar Beads
I’m hoping to try the Solar Beads activity in my classroom. It looks like a really simple but engaging way to introduce the idea that sunlight is a form of energy and that UV light can actually cause changes we can see.I like the idea of starting the lesson indoors with the blinds closed so the children can first observe the beads in their “neutral” state. This will lead to good discussion and prediction about what might happen. Then I’d get the children to make their own bracelets using pipe cleaners, which would also be good for fine motor skills.
The part I think the children will really enjoy is bringing them outside and watching the beads change colour in the sunlight. I can imagine this leading to lots of questions and excitement, which would be great for oral language development.
I would also use it as an opportunity to talk about sun safety in a simple, age-appropriate way. Especially since small children can be reluctant to wear suncream!
Overall, I think it would be a really effective hands-on science lesson for younger pupils.
Hi, My name is Chantelle and I will be in SET next year.
My favourite space fact is that astronauts returning from spacewalks report that space has a very distinct odor, often described as a mix of ozone, hot metal, and seared steak.
Post a reflective piece on how you would use one inquiry-based activity in your
classroom to the forumActivity: What do plants need to grow?
Engage: I would show the class a seed and a fully grown plant. I would ask open-ended questions such as, “How does a tiny seed grow into a plant?” and “What do plants need to live?”
Investigate: Children would plant seeds in small pots. To support inquiry, we could create simple comparisons—for example, one plant placed in sunlight and another in shade, or one watered regularly and one left dry.
Reflect and Share:
The children would discuss their observations and compare results. I would support them in using new vocabulary such as seed, roots, stem, grow, and sunlight.
Hi Aoife!
I really love this idea — it’s such a lovely way to connect children with their families and local traditions. I especially like how it brings the old stories into the classroom in a way that’s fun and meaningful. I’d love to try this myself with my class this year too. I think the scrapbook or wall display would be a brilliant way for everyone to see the variety of stories and superstitions we have in our communities. Thanks for sharing — I’m definitely inspired to give it a go!
Prepare a school project to collect Piseógs/Traditions/Stories of the Night. For Example: Dúchas Folklore Commission
I’d start by asking the children to talk to their families and grandparents at home. They could ask questions like, “Did anyone ever tell you stories about ghosts, fairies, or night-time rituals?” We could send home simple prompt sheets to help start these conversations. Older classes could take this further by researching in small groups using iPads to explore the Dúchas website and other archives for local legends about the night sky, lights seen at night, or night-time customs.When the project is complete, we could hold a special assembly where each class shares some of their favourite stories or maybe even act them out. This way, our school becomes a mini folklore archive — keeping our night-time traditions alive for the next generation.
Hi Kevin,
I like the idea of going on a nature walk and incorporating data and maths. This is definitely something I would try with my own class going forward this year
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
When thinking about our school’s biodiversity plan, I’d make sure we consider the needs of nocturnal animals — creatures like bats, moths, hedgehogs, and even owls that rely on darkness to feed, hunt, and move safely. Too often, we focus only on daytime wildlife, but a healthy ecosystem needs a thriving night-time community too.First, I’d work with the students to identify which nocturnal species might live nearby. Once we know who shares our grounds at night, we can plan to protect them. This could mean adding native night-scented plants that attract moths or creating quiet, sheltered areas where bats and hedgehogs can roost or forage. Importantly, we’d look at the school’s outdoor lighting. Students could help audit which lights really need to stay on overnight and where we could switch to motion sensors or lower-intensity bulbs. By involving learners in these decisions, they’d see that small changes can make our grounds a friendlier place for creatures of the night.
Hi Kevin,
I really enjoyed reading your ideas, especially incorporating ICT with the use of Canva or Google Slides. I also think linking with a rural school would be fantastic!
Option1 • A reflective piece on how light pollution is impacting
your local area and how you would engage your
learners to explore thisWhere I live and work, light pollution is something I really notice — there are so many streetlights and industrial buildings that the stars just get drowned out. It’s a shame because a lot of the children have never seen a proper night sky full of stars. To help my students really get this, for homework I’d ask them to go outside one evening or ask them to do a “night sky check” from their gardens or local parks. They could jot down or draw what they see and compare it with what’s actually out there on a star map. They could also take a picture and upload it to our class seesaw so we could compare each other’s locations in class. Then we’d look at little things we could do to help reduce light pollution like shielding lights or switching off when we don’t need them. I’d love them to see that small changes really can help.
Hi Donna, these ideas sound amazing! I really like the idea of linking it to a story and making the telescopes with 6th class.
Option 3: Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in ?
I feel that this activity would be perfect to engage in during Science Week, which is due to take place between 9th-16th of November 2025. So in November, I plan to take my class outside in the early morning to observe the Moon during its last quarter and waning crescent phases. This is the perfect time for a morning observation because the Moon rises after midnight and stays visible through the early daylight hours. Between November 2nd and 6th, we’ll head out before lessons start, or during an early break if possible, to spot the Moon low in the morning sky.
Before we go out, I’ll explain how the Moon’s phases work and why we can see it during the day. We’ll use simple binoculars if we have them, but even with the naked eye, students will notice how the illuminated part changes each day. I’ll ask them to make quick sketches of the Moon each morning, comparing how it looks and where it appears in the sky.
1. Gravity/Weight – Assemble an Earth Tube and one other planet tube – decorate in a suitable manner.
I would engage my students by encouraging them to become “space scientists” for the day, exploring how gravity changes across the solar system using something as familiar as a pringle tube. I’d begin with a short discussion to revisit the difference between mass and weight, making sure they understand that while mass stays the same, weight changes depending on the gravitational field strength. Working in small groups, students would assemble their own “planet tubes,. I’d encourage them to predict which tube will feel heaviest or lightest before they test it. Finally, I’d extend the learning by linking it to real-world contexts like how astronauts measure their mass in microgravity on the International Space Station.