[Niall O Flaherty]

Great ideas. Nice to be able to play some popular songs in the classroom that some of the children might recognise from listening at home or from the radio.

[Niall O Flaherty]

Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”

For the following |I have broken it up into the different sections and will give examples for each. I think these would be ideal for 5th class.

Poems
1. “Bright Star” – John Keats
A beautiful, simple sonnet comparing love to the steadfastness of a star.
2. “Silver” – Walter de la Mare
Describes the moonlight turning the world silver—great for imagery work.
3. “To the Evening Star” – William Blake
Invites the evening star to bring peace as the night arrives.
4. “Stars” – Robert Frost
Short and child-friendly, about looking up in wonder at the night sky.

🎵 Songs
1. “Twinkle, Twinkle, Little Star” (classic nursery song, but still lovely for younger pupils to sing and explore in harmony or rounds).
2. “Catch a Falling Star” – Perry Como
Light-hearted, easy-to sing along with, and ties directly to shooting stars.
3. “Yellow” – Coldplay
A modern song full of star imagery, easy to connect with students’ own playlists.
4. “When You Wish Upon a Star” (from Pinocchio)
Iconic Disney song linking dreams, hope, and stars.

🎨 Art
1. Van Gogh’s Starry Night
Swirling night sky; perfect for art projects with paints or pastels.
2. Joan Miró’s The Gold of the Azure
Abstract cosmic shapes—students could make their own imaginative constellations.
3. Georges Méliès’ A Trip to the Moon (1902 film poster)
Early cinema artwork; sparks discussion about how people once imagined space.
4. Indigenous Star Maps (Aboriginal & Polynesian traditions)
Beautifully patterned ways of seeing constellations—students could invent Irish “myth maps” of the stars.

🌠 Irish/Celtic Connections
Amhrán na Cruinne (“Song of the Universe”) – a modern Irish-language children’s song about the stars and planets.
Tales of Lugh and the Sun – from Celtic mythology, tying deities to the sky.
The Children of Lir – often linked with the swan constellation (Cygnus).
Irish Seanchas – traditional folk names for the moon and constellations (e.g. “An Camchéachta” for the Plough/Big Dipper).

[Niall O Flaherty]

Good idea Denis. Globe at night is very useful for gaining info in this area.

[Niall O Flaherty]

How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.

I taught 5th class last year and I will be also teaching 5th this coming year. The following is a lesson I plan to teach this coming year.

Class Level:
.
________________________________________
• Show two contrasting images:
o A rural Irish starry night sky.
o A brightly lit town street at night.
• Ask:
“Which place would an owl, a bat, or even a moth prefer to live? Why?”
• Quick hands-up poll: “Who has seen stars clearly at night near home? Who notices fewer stars in town?”
________________________________________ Explore Local Biodiversity
• Mini nature survey in school grounds / local green area.
o Pupils record plants, insects, birds or signs of animals.
o Use a simple tally sheet:
 Birds (seen/heard)
 Insects
 Plants/trees
 Animal signs (tracks, droppings, nests)
• Back in class: create a class biodiversity chart on board.
________________________________________. Introduce Light Pollution
• Explain simply:
Light pollution = too much artificial light at night.
• Show a map of light pollution in Ireland (easy to find online — e.g. Dublin is very bright, Connemara much darker).
• Discuss local wildlife examples pupils know:
o Bats in Ireland (hunt insects at dusk, avoid bright lights).
o Hedgehogs (prefer darker gardens).
o Moths/pollinators (confused by street lamps).
o Birds (some sing at night if it’s too bright).
________________________________________
• Each group gets an animal scenario card:
o Bat near a lit GAA pitch
o Hedgehog crossing a road with car lights
o Robin singing at 3am because of streetlights
o Moth stuck circling a lamp
• Task: Discuss & answer:
1. How might light pollution affect this animal?
2. What could people do to help? (e.g., turn off outside lights, use motion sensors, plant hedges for shelter)
• Groups present back in 1–2 minutes.
________________________________________
5.
• Whole class brainstorm: “What could we do in our school or homes to help wildlife at night?”
o Switch off lights not in use.
o Wildlife-friendly gardens.
o Enjoy stargazing nights instead of screens!
• End with reflection: “If you were a bat flying home tonight, what would you want your town to look like?”
________________________________________

[Niall O Flaherty]

Ya its true it would make you wonder have I ever seen a true night sky.

[Niall O Flaherty]

Detail how light pollution is impacting your local area and how you would engage your learners to explore this.

I found this module very interesting, and I learned a lot from it. When I think of pollution, I wouldn’t think of light pollution and the harm that it causes. I live in an estate in a big town and there are street lights in the estate. They are partially shielded. I remember the lights were changed a few years ago as they were impacting on people living in the houses (they were too bright). The bulbs were changed to lower emitting light, which I suppose is a reduction in light pollution.

To create a lesson for primary children, I would use a hands-on, inquiry-based approach:
1. Class Discussion
Start by asking: “How many stars do you think you can see at night? Why might it be harder to see them here than in the countryside?” etc

o Show photos comparing a starry rural sky and a light-polluted city sky. Use stellerium
2. Local Exploration / Audit
Take the children on a local walk. Ask them to spot sources of artificial light.
o Create a simple tally chart or map showing where the brightest lights are.
3. Practical Experiment

4. Cross-Curricular Links
Science: Link to animals and habitats, explaining how too much light affects nocturnal creatures.
Geography: Map where light pollution is highest in the area.
SPHE Discuss how communities balance safety (street lighting) with protecting the environment

[Niall O Flaherty]

yes seems like a great resource . Will use it going forward

[Niall O Flaherty]

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 2025-2026?
Hi, I’m teaching in a school in Kilkenny and the following are the best days that suit:

• January 29, 2025 (12:35 pm) → observe January 27–28
• February 28, 2025 (12:44 am) → observe February 26–27
• March 29, 2025 (10:57 am) → observe March 27–28
• April 27, 2025 (8:31 pm) → observe April 25–26
• May 27, 2025 (4:02 am) → observe May 25–26
• June 25, 2025 (11:31 am) → observe June 23–24
• July 24, 2025 (8:11 pm) → observe July 22–23
• August 23, 2025 (7:06 am) → observe August 21–22
• September 21, 2025 (8:54 pm) → observe September 19–20
• October 21, 2025 (1:25 pm) → observe October 19–20
• November 20, 2025 (6:47 am) → observe November 18–19
• December 20, 2025 (1:43 am) → observe December 18–19

Classroom ideas
Schedule sessions (on the above dates) on documented mornings based on your timetable.
• ideas for students:
o Sketch the crescent shape and orientation.
o Use landmarks to mark its position and compass direction.
o Note time and compare brightness/shape over consecutive days.
o Discuss Earth’s rotation and the Moon’s orbit causing the early morning visibility.
o Explore why the crescent appears only shortly before sunrise.
Pupils present their findings on school Chromebooks.

[Niall O Flaherty]

Hi Ann,

I have been to Brigit’s gardens before and my own children loved the sundial. A nice amenity to have close by your school.

[Niall O Flaherty]

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”

The following is an example of how a lesson / lessons could be taught

Begin with a class discussion:
“Have you ever noticed how the Sun changes position in the sky throughout the day? Why does that happen?
“Can we track and predict the Sun’s movement throughout the day?”
Make Predictions
• Students predict where and when the Sun will rise and set.
• Predict the direction of the Sun’s movement and changes in shadow length.
Build an Observation Station
• Create a simple: a stick placed upright in a flat surface (e.g., cardboard with a compass rose).
• Mark the position of the shadow at hourly intervals.
Data Collection
• Morning (sunrise), midday, and afternoon (sunset): students record:
o Shadow length and direction
o Sun’s position in the sky (using compass direction)
o Time and date of observation
Record and Organize Data
• Students use tables or graphs to show:
o Time vs. shadow length
o Time vs. shadow angle
o Sun’s direction etc
Study Patterns
• Identify trends:
o Shadows are shortest at midday.
o The Sun moves east to west.
o The sunrise and sunset positions shift slightly each day.
• Introduce scientific concepts:
o Earth’s rotation causes apparent Sun movement.
o Seasonal changes affect the Sun’s path.
Assessment
• Students present findings through posters, digital slides, etc.
• Reflect on questions like:

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