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- Describe how you could implement a version of “Design Your own
Dark Sky place” in your school/classroom.
Being so close to Lough Gur we’re perfectly placed to bring a “dark-sky place” into our school life. Inspired by the Curious Minds framework for The Past, Present and Future of Dark Skies, we could begin by engaging pupils in observing night-time light levels around the school and Lough Gur, comparing glow and clarity using “Black Marble” satellite maps and tools like Globe at Night.
We’d then wonder together: Where is our school in the glow of nearby towns? How many more stars could we or local nocturnal wildlife see from a truly dark area near Lough Gur? Using questions, predictions, simple measurements, and Stellarium sky-chart software, pupils can investigate how light pollution affects visibility and nocturnal environments.
Next, students would collaboratively design a “Dark-Sky Zone” on school grounds — maybe a sheltered courtyard or planted boundary area — incorporating thoughtful lighting: shielded fixtures, motion-activated lighting, warmer bulbs, and plantings that support nocturnal insects and birds. We’d predict how effective the design might be, gather data (perhaps using a basic lux meter), reflect on outcomes, and celebrate how our school can become a mini-dark-sky place — connecting local heritage, hands-on science, and environmental stewardship in a meaningful way.
Louise I love how you not only gave the titles but also explained the significance of the examples you chose.
Kate I really like this idea and it would be a lovely way to start the year and has an achievable & measurable goal.
- How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans
When we think about school biodiversity plans, we often focus on planting and habitats (I did!) – but for nocturnal wildlife, the sky matters too. Bats, owls, and moths all need natural darkness to hunt, navigate, and breed. Artificial lighting can cut bat feeding time, confuse migrating birds, and lure insects away from where they’re needed.
In our school, I’d start with a simple night-time “light survey” with pupils, spotting areas that are too bright. We could then try small fixes – motion sensors, shielded lights, or warmer bulbs – and watch for changes in nocturnal visitors.
I’d also link learning to action: night-vision experiments, echolocation games, moth traps, and planting native wildflowers for night pollinators. Bat boxes and hedgerow planting would give safe roosting and feeding spots.
It’s a great way to show pupils that protecting biodiversity isn’t just about what’s on the ground – it’s about the quality of the night sky too.
2. Creating a teaching resource using the “Globe at Night” citizen science programme.
We are very lucky in Caherelly N.S. as we are located just 5km from Lough Gur, an area which is currenlty applying for Dark Skies status! https://www.loughgur.com/dark-sky-project/ Lough Gur is a unique site with deep archaeological and natural significance. It’s one of Ireland’s most ancient landscapes, home to the largest stone circle, crannogs and ringforts dating back thousands of years. The heritage centre and well-maintained trails make it perfect for hands-on learning, and it has earned the Green Heritage Flag for its conservation efforts.
Aim: We will explore how bright or dark the night sky is near our school and share our observations with scientists worldwide as part of the Globe at Night citizen science project.
Step 1 – Learn about Light Pollution
Light pollution is caused by artificial lighting—like streetlights—brightening the night sky. This makes it harder to see stars, disturbs wildlife, and can affect how we sleep. In places like Lough Gur, surrounded by hills that block city lights, the skies are much darker—perfect for stargazing. https://www.skyatnightmagazine.com/advice/skills/stargazing-ireland-best-placesStep 2 – Get Ready
On a clear night, go outside with an adult and face a familiar constellation such as Orion. Compare what you see with the star charts available on the Globe at Night app or website. Try this both near the school and at Lough Gur to compare the number of visible stars.Step 3 – Record and Share
Upload your observations to the Globe at Night website. Your data will join a global effort to track changes in light pollution over time.Extra Challenge
Make a map showing bright lights near our school and in the Lough Gur area. Design ways to make lighting “dark sky friendly” by using lights that point downwards, are dimmer, and switch off when not needed.By taking part in this project, the class becomes part of a global effort to protect the night skies—right from our doorstep and in a place as special as Lough Gur.
Our school is near to Lough Gur, a site that is curently applying for Dark Skies status. I would also love to take the children there at night to star gaze – i’m definitely going to look into it this year – with parents help and support i’m sure it could be a runner!
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be?
For my 5th & 6th class, I’m planning a short Moon observation activity that ties into both SESE (Earth & Space) and Science (Light & Shadows). Many children still think the Moon is only visible at night, so a morning observation is a great way to challenge that idea and link to our work on phases of the Moon.
From watching the Paxi & Our Moon video https://www.youtube.com/watch?v=w4U_cuF-_hI and using the Moon phase calendar, the Last Quarter phase is best for morning observations. At this phase, the Moon rises around midnight and is high in the sky during school hours, making it easy to see before lessons start or during small break.
Using the timeanddate.com Moon phase data for Limerick, the upcoming Last Quarter phases this term fall on:
13 October 2025, 12 November 2025, 11 December 2025
On these mornings, we’ll head outside to sketch the Moon’s shape, note its position in the sky, and talk about how the Sun is lighting it. We’ll use the “Sun, Moon and Earth” ball-and-torch model from ESERO Lesson 62to link what we see in the sky to the Moon’s position in space.
I’ll also encourage the children to spot the Moon on their way to school in the days before and after the Last Quarter, helping them notice how its shape and position change. This will build observational skills and support their understanding of the Moon’s monthly cycle
Rachel, That sounds like a fantastic plan! I love how you’re starting with a story to capture their imagination and then moving into real sky observations. Using Stellarium will make it so much easier for them to connect what they see in class with the night sky, and involving parents will make it even more memorable for the children.
I really like this idea — it’s a great mix of science, history, and hands-on learning. The links to the Egyptians, Maya, and Irish sundials make it really meaningful. The shadow puppets and outdoor chalk activity are simple but effective ways to help the class understand the Sun’s movement. Definitely something I’d try with my own class.
3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
STEM Activity Plan: Observing and Recording the Sun’s Position
Introduction (Classroom-based):
- Begin with a short discussion: “What do we know about the Sun?”
- Use a torch and vacuum cleaner hose to show that light travels in straight lines.
- Introduce the idea that shadows change because the Earth rotates—not because the Sun moves.
Outdoor Activity (Weather permitting):
- In small groups, go outside at three set times (morning, midday, afternoon).
- Each student traces a partner’s shadow using chalk, marking the time next to each outline.
- Compare shadow lengths and directions at different times of the day.
Indoor Alternative (Rainy day option):
- Use torches and small blocks to explore how shadows change when light hits from different angles.
- Students draw and label their results in notebooks or on worksheets.
Follow-up Investigation:
- Discuss findings as a class: Why do the shadows move? Why are they longer or shorter?
- Link back to the Earth’s rotation using a ball (Earth) and torch (Sun) to demonstrate.
Creative Extension:
- Have students build small paper sundials and test them on a sunny day.
- Invite groups to write and illustrate a story titled “Me and My Shadow”, integrating new vocabulary (Sun, cloudy, shadow, light, rotate, etc.).
Reflection & Sharing:
- Chart findings on a class poster or digital slideshow.
- Encourage students to explain what they learned using drawings, photos, or short videos.
- Further link to SESE “How did people tell time before clocks?”
- Describe how you could implement a version of “Design Your own