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I really like how you have developed this idea into a meaningful cross-curricular project. The way you have connected Science, Geography, Mathematics, and Visual Arts allows pupils to apply their knowledge in a practical and creative way. I think the focus on balancing the needs of people, wildlife, and the environment is particularly important, as it encourages children to think about sustainability. Creating scaled plans or 3D models would also provide an excellent opportunity for pupils to develop problem-solving and teamwork skills. I like the idea of pupils presenting their designs to the wider school community, as this gives their work a real purpose and allows them to become advocates for protecting dark skies. This project would not only increase awareness of light pollution but also help pupils appreciate the importance of preserving natural spaces and local biodiversity.
Art, songs, and poetry provide a wonderful opportunity to help children develop a sense of wonder and connection with the night sky. After reading Michael D. Higgins’ ‘Stardust’, I would encourage pupils to discuss the emotions and images that the night sky creates for them. They could identify descriptive language, create their own space-themed poems, or produce artwork inspired by constellations and galaxies. This would allow children to combine creativity with scientific learning about the universe.
One song I could use would be ‘Fly me to the Moon’ by Frank Sinatra. I would use this song as a stimulus to introduce a lesson on the Moon and space exploration. Before listening to the song, I would ask pupils what images or ideas come to mind when they hear the title and encourage them to make predictions about the song’s meaning. After listening, we could discuss how the Moon has inspired people through music, art, and science. Pupils could identify words and phrases linked to space and explore how the song reflects human curiosity and the desire to explore beyond Earth. This could lead into a science lesson about the Moon’s phases, the Apollo missions, or how astronauts travel into space. Pupils could also create their own Moon-inspired artwork, poetry, or short pieces of writing based on the emotions and images the song creates. Using music in this way makes science more creative and helps children develop a sense of wonder about the night sky.I really like how active your plan is. The lighting inspection is an excellent starting point because it allows pupils to identify how human activity can influence local wildlife and encourages them to become involved in making positive changes. I think the idea of reducing unnecessary lighting and choosing warmer coloured bulbs is particularly valuable, as many nocturnal species can be affected by excessive artificial light. The creation of night-friendly flowerbeds is also a fantastic way to support biodiversity while giving pupils the opportunity to observe and learn about nocturnal insects. The log piles for hedgehogs are a simple but effective addition that can provide shelter for local wildlife. Your plan links science learning with real environmental responsibility and gives pupils meaningful opportunities to protect and enhance the biodiversity around their school.
To explore biodiversity in my local area, I would encourage learners to become environmental investigators and examine the plants, animals, and insects that live around the school grounds. I would begin by discussing what biodiversity means and asking pupils to share examples of wildlife they have noticed locally. The class could then complete a biodiversity survey by exploring different habitats, recording species they find, and creating a map of the area. To investigate the impact of light pollution, pupils could compare areas with different levels of artificial lighting and discuss how this may affect nocturnal animals such as bats, insects, and birds. They could research how animals depend on natural patterns of light and darkness and consider ways we can reduce negative impacts. Pupils could present their findings through posters, displays, or a class project. This activity would encourage curiosity, scientific observation, and a greater appreciation for protecting local ecosystems.
I really like how you have planned to make the topic of light pollution relevant to the pupils’ own environment. The comparison between a rural setting in Co. Donegal and a nearby urban area would provide an excellent opportunity for children to see the differences that location can make. I particularly like the idea of using mathematics to analyse and graph the data collected, as it links science with other areas of the curriculum. Using Google Maps would also help pupils develop digital skills while investigating their local surroundings. Including families by collecting night sky photographs is a great way to extend learning beyond the classroom. Presenting the findings at the science fair would be a fantastic way to celebrate the pupils’ investigations and raise awareness of light pollution within the wider community.
Light pollution is becoming increasingly noticeable in my local area where streetlights, buildings, and artificial lighting can brighten the night sky. This reduces our ability to see stars and planets clearly and can impact wildlife, particularly nocturnal animals that rely on natural light patterns. I would engage my learners by beginning with a discussion about what they can see in the night sky from their homes and comparing this with images of areas affected by different levels of light pollution. The pupils could complete a simple investigation by observing the night sky, recording the number of visible stars, and comparing results from different locations. They could also map light sources around the school grounds and discuss ways lighting could be used more sustainably. This activity would encourage scientific observation, environmental awareness, and critical thinking about how human activity affects our planet.
I really like your idea to use concrete materials to emulate the moon and its shadows and phases. I also like your idea to use ICT using the NASA moon guide and Stellarium.
The moon diary is another fantastic idea, as it encourages careful observation, recording skills, and reflection over time.
Your lesson is engaging, well structured, and promotes curiosity through hands-on learning.
I think observing the Moon over several mornings would be a fantastic way to develop children’s curiosity about space. I would begin by asking the class what they already know about the Moon and whether they have ever noticed that it can sometimes be seen during the day. We would make predictions about what the Moon might look like each morning before going outside to observe it. Working in small groups, pupils would use observation sheets to sketch the Moon, estimate its position in the sky, and describe its shape using scientific vocabulary such as “waning crescent.” I would encourage them to compare each day’s observations and discuss why the Moon appears to change shape and position. Back in the classroom, pupils could create a class Moon journal or log or display showing the sequence of observations. This activity promotes scientific inquiry, teamwork, careful observation, and communication while helping children understand that the Moon follows a predictable cycle and can be visible during daylight as well as at night.
I really like how you begin with a KWL chart, as it helps identify pupils’ prior knowledge and encourages curiosity from the outset. Organising the observations over a week is a great idea because it allows children to see patterns develop over time rather than relying on a single observation. I also like the flexibility you give pupils to record their findings in ways that suit their age and abilities, as this promotes creativity and inclusion. Having each group present their results encourages communication skills and gives pupils the opportunity to learn from one another. Displaying the completed work in the classroom is an excellent way to celebrate their learning and provide an ongoing reference point.
Constructing a sundial in the immediate school environment is an engaging, hands-on activity that encourages pupils to explore science, mathematics, and geography. I would begin by asking pupils how people measured time before clocks, encouraging discussion and prediction. Working collaboratively in small groups, pupils would design and build a simple sundial using everyday materials, then observe and record how the shadow changes throughout the day. This activity promotes critical thinking, problem-solving, teamwork, and observation skills while helping pupils understand the relationship between the Sun’s position and the passing of time. I would encourage pupils to compare their observations with the actual time, discuss reasons for any differences, and reflect on the accuracy of their designs. This activity supports active learning and helps pupils develop a deeper understanding of Earth’s rotation and the movement of the Sun across the sky.
Hi Cassandra,
I really enjoyed your catching flowers game. One feature I particularly liked was the idea of collecting flowers as part of the gameplay. This is a simple but effective game idea because it gives the player a clear goal and makes the game visually appealing and engaging.
The flower-catching feature supports the game objective by encouraging players to improve their movement skills, concentration, and problem-solving as they try to collect as many flowers as possible.
One suggestion for improvement would be to add different types of flowers with different point values or introduce obstacles that the player needs to avoid.
For this activity, I created a Timed Catch/Collect game called Princess Donut.
MakeCode Arcade Game: https://makecode.com/_0vz2hFVfViFw
Curriculum Area: Mathematics – Number
Learning Objective: Pupils will develop counting skills by collecting items to increase their score while practising hand-eye coordination and problem-solving through gameplay.
Simple Storyboard
Location: A colourful play area where donuts appear in different locations around the screen.
Player: A character controlled using the arrow keys on the keyboard.
Game Elements: Donuts, music, scores.
How to Play: The player moves around the screen collecting as many donuts as possible. Each time the player catches a donut, it disappears and reappears in a new random location, increasing the score by one point. The aim is to collect as many donuts as possible.Computational Thinking
One computational-thinking process I used while creating this game was debugging. I had to test the game several times to make sure the player could collect the donuts correctly and that the score increased each time a donut was collected. I also checked that the donuts reappeared in random positions after being collected and that the timer ended the game correctly. By testing and making small improvements, I was able to fix errors and make the game more enjoyable to play.
I think this game could be adapted for a range of curriculum areas. For example, in Literacy pupils could collect letters to spell words, or in Science they could collect healthy foods while avoiding unhealthy ones. Creating the game helped me develop a better understanding of sequencing, events, variables, and debugging, while showing how coding can be integrated into engaging classroom activities.
Hi Deirdre,
<p class=”isSelectedEnd”>I really enjoyed looking at your Clap Lights project. It is a great example of how coding can be used to solve a real-world problem. It provides a meaningful context for learning these concepts.</p>
One way to strengthen the integrated STEM link would be to include a design challenge where pupils investigate how sensor-activated lighting is used in homes, schools, or public buildings to improve energy efficiency.As an extension activity, pupils could modify the code so the light only switches on in dark conditions as well as after a clap by using the micro’s light sensor.
https://makecode.microbit.org/_183HayRVkApW
I completed the Flashing Heart tutorial on MakeCode for the micro. This was a great introduction to block-based programming and helped me become more familiar with the MakeCode interface. The tutorial involved programming the micro to continuously display a heart icon followed by a blank screen, creating a flashing effect. It demonstrated how to use the forever loop and the show LEDs blocks to create a simple animation.
I could adapt this activity into an integrated STEM lesson for my own class by linking it with a topic on wellbeing or healthy hearts in Science. Pupils could first learn about how the heart works and why exercise is important. They could then use the micro to design different heart animations or create digital messages promoting healthy lifestyles.
Hi Danielle,
I really enjoyed reading your reflection. One strength that stood out to me was your focus on using visual supports and interactive whiteboard activities such as Topmarks and ClassroomScreen to engage pupils.
I think your action of collecting pupil feedback on digital learning activities is particularly realistic and well focused.
One suggestion I would make is to start by introducing simple digital storytelling or voice-recording activities using one app or platform before expanding to other digital tools. This could help both you and your pupils build confidence gradually.