[Emily Griffin]

Hi Emma,

I like how you have structured the activity so that children first develop an understanding of dark skies and light pollution before applying their learning during the after-school observation. Organising a Dark Sky event is a great way to make science engaging and memorable, while also encouraging children to learn through direct experience. I also think the follow-up discussion, drawings and written reflections provide excellent opportunities for pupils to consolidate their learning and communicate their observations. Your point about children remembering real experiences more than textbook learning is so true. This activity would not only develop scientific enquiry skills but also foster an appreciation for the natural environment and the importance of protecting our night skies.

 

[Emily Griffin]

When I started thinking about this, I realised there are lots of opportunities to connect the theme of the night sky across different areas of the curriculum. I found a mix of Irish and international examples that could be used to support learning in Science while also integrating Music, English and Visual Arts.

Songs and Music:

Twinkle, Twinkle, Little Star – a familiar nursery rhyme that introduces children to stars.
Star of the County Down – a well-known Irish folk song with references to stars.
Mo Ghrá Thú – an Irish traditional lullaby that mentions the Moon and stars.
Across the Universe by The Beatles – a good starting point for discussions about space.
Mr. Blue Sky by Electric Light Orchestra – useful for comparing the daytime and night sky.
Fly Me to the Moon by Frank Sinatra – a classic song that can introduce conversations about the Moon and space exploration.

Poems and Stories:

The Lake Isle of Innisfree by W.B. Yeats – evokes the beauty of evening and the night sky.
The Stolen Child by W.B. Yeats – includes imagery of moonlight and the natural world.
Goodnight Moon by Margaret Wise Brown – a favourite picture book for younger children.
The Owl and the Pussycat by Edward Lear – contains references to the Moon and stars.
Silver by Walter de la Mare – a beautiful poem describing a moonlit landscape.
The Man in the Moon (traditional nursery rhyme) – a fun way to introduce younger children to lunar folklore.

Art:

The Starry Night by Vincent van Gogh – ideal for linking Art and Science.
Nocturne in Black and Gold – The Falling Rocket by James McNeill Whistler – useful for discussing the colours and atmosphere of the night sky.
A Starry Night by Jack B. Yeats – an opportunity to explore an Irish artist’s interpretation of the night.
Children’s own night-sky paintings using pastels or watercolours after observing the Moon and stars.

[Emily Griffin]

Hi Tracey,

I think you have made excellent use of the rich natural environment around Dungarvan to create meaningful learning opportunities for children. Beginning with a biodiversity survey is a great way to develop pupils’ observation and recording skills while helping them appreciate the variety of habitats in their local area. I particularly liked your idea of linking biodiversity with a lighting survey, as it clearly demonstrates the relationship between human activity and wildlife. The practical suggestions, such as exploring the school glasshouse and encouraging pollinator-friendly planting, make the learning authentic and achievable. Involving families and neighbours is also a fantastic way to extend environmental awareness beyond the classroom.

[Emily Griffin]

In my urban primary school, I would engage learners in exploring biodiversity and the impacts of light pollution through simple, hands-on investigations.
Firstly, I would organise a school grounds biodiversity hunt during the day. We are lucky enough to have a wild space in the school grounds and access to another in the university next door. Working in small groups, pupils would observe and record the plants, insects and birds they find in different parts of the school grounds and university. They could use tally charts, sketches or photographs to record their findings and discuss which habitats support the greatest variety of living things. This would help children appreciate that biodiversity exists even in urban environments and develop their observation and recording skills.

Secondly, I would investigate light pollution through a home observation activity. Pupils, with an adult, would observe their local area after dark and identify sources of artificial light, such as streetlights, floodlights and illuminated buildings. They would consider whether these lights might affect nocturnal wildlife, including bats, moths and hedgehogs. In class, pupils would share their observations and discuss simple ways to reduce unnecessary lighting, such as turning off lights when they are not needed or using downward-facing outdoor lights.
These activities encourage children to connect classroom learning with their local environment while developing enquiry skills and environmental awareness.

[Emily Griffin]

Hi Niamh,

I like how you used your own experiences of growing up in North Kerry and teaching in Dublin to make the impact of light pollution more meaningful and relatable. Comparing photographs of the two locations is an excellent way to spark discussion and encourage children to think critically about why the night sky looks different. I also think using Stellarium is a great idea, as it allows pupils to explore the night sky even if they cannot observe it clearly themselves. Your follow-up light pollution survey is a fantastic inquiry-based activity that encourages pupils to investigate their local environment and consider practical ways to protect the night sky and support wildlife.

[Emily Griffin]

I think exploring light pollution in the local area is a great way to help primary school children connect science with their everyday lives. I would begin by asking the children what they know about light pollution and where they think the brightest and darkest places in the town might be. Together, we could identify these locations on a map before carrying out observations.

As a homework activity, I would ask the children, with the support of an adult, to spend 10–15 minutes outside on a clear evening. They could record how many stars they can see, whether the Moon or any planets are visible and describe the amount of artificial light nearby. Back in school, we would compare our findings and create a simple class map to identify patterns across the town. I would also do a similar activity at home myself as I live in the countryside so we would be able to compare an area with lots of light pollution to one with very little.

To reinforce the concept, I would carry out a classroom demonstration using torches in a darkened room to show how artificial light makes it more difficult to see stars. This investigation would develop pupils’ observation, recording and enquiry skills while encouraging them to consider how communities can reduce light pollution and protect our night sky.

[Emily Griffin]

Hi Dara,

I think choosing a morning Moon observation is a practical and inclusive idea, as it allows all pupils to participate during the school day without relying on evening observations at home. I particularly liked how you begin with prediction questions, as this encourages curiosity and activates children’s prior knowledge before the investigation. The use of observation sheets, sketches and comparisons with photographs provides meaningful opportunities for children to develop their scientific observation and recording skills.

I also thought your integration of Stellarium and ESA resources was an excellent way to connect real-life observations with digital learning. The cross-curricular links to Maths, English and Visual Arts make the activity even richer and demonstrate how science can be integrated across the curriculum.

[Emily Griffin]

I would set this as a home observation activity to be completed over several weeks during the autumn term. I would probably leave out some other pieces of homework on those nights to make the task more appealing. I have never done an activity like this before so I will be trying it out this year to see if it successful. I would provide each child with a simple observing sheet and a sky map showing where the visible planets are expected to appear in the evening sky. I would also recommend that children use a free astronomy app, such as Stellarium to help them identify the planets correctly.
I would ask the children to complete their observations with the support of an adult on one clear evening each week, approximately 30–60 minutes after sunset. They would record the date, time, weather conditions and the planets they could identify along with a simple labelled sketch of what they observed. I would encourage them to note any changes in the planets’ positions from week to week. We would discuss everyone’s findings each week in school the following day, they could compare their observations, identify similarities and differences and talk why the planets appear to move across the sky.

[Emily Griffin]

Hi Lyndsy

This sounds like a really well structured structured and engaging sequence for Second Class. Using Paxi – Day, Night and the Seasons is an excellent way to introduce the topic, as it gives the children a clear visual anchor before moving into their own observations. I like how you build on the video with a discussion of prior knowledge — it’s a great way to gauge their understanding and set the scene for the outdoor investigation.

Your plan to observe the sun’s position at three points during the day is very effective. The pictorial representations will help the children make sense of what they’re seeing and the repeated safety reminder about avoiding direct eye contact with the sun is essential. The East–noon–West progression is simple, memorable and perfectly pitched for this age group.

The paired discussions at the end are a lovely way to finish, giving pupils time to process their findings before sharing with the class.

[Emily Griffin]

Activity 2:
To get the children making a sundial, I would first take them to visit an actual one in the grounds of the university in the town on a sunny day. Here I could draw on their prior knowledge by asking questions like
• What do you think this object is used for?
• How do you think people told the time before clocks and watches?
• What do you notice about the shape of the sundial?
• Why do you think there is a raised piece in the middle?
• Do you think the sundial will work on a cloudy day?
• What do you predict will happen to the shadow over the next hour?
• How can you make your own one back at school?
Back at school we are lucky enough to have an outdoor classroom in a sunny spot so we could work out there to create our sundials. Each small group will need a stick/pencil and something to mark the ground, like chalk or stones.
They would put the stick in the ground where the sun can shine on it. Every hour or so, they would mark where the stick’s shadow falls with their stones. By the end of the school day, they’ll see how the shadow has moved and turned their marks into a simple sundial.
I would finish the lesson by talking about how the sun’s position changes and how people used sundials in the past.

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