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I really like this idea, especially linking it with Halloween and Samhain. Getting the children to collect stories and traditions from their own families would make it really meaningful. I also like that it brings together different cultures and gives the children a chance to share their own traditions with the class.
I would choose Option 2 – Songs, poems and art connected to the night sky. I think music and poetry would be a lovely way to get children interested in the night sky in a different way.
We could start by listening to a few songs about stars, the moon and the night, such as Twinkle, Twinkle, Little Star or A Sky Full of Stars. We could also look at President Michael D. Higgins’ poem “Stardust” and talk about the images and feelings it creates.
The children could then work in groups to find their own songs or poems about the night sky and share them with the class. They could also create their own short poem, song or piece of artwork inspired by the stars or moon.
I think this would be a fun way to connect STEM with music, English and art. It would also give the children a chance to be creative while thinking about the night sky in a more personal way.
I really like the idea of having the Green Schools Committee involved. It gives the children a chance to take real action rather than just learning about the topic.
I would choose the first option and explore biodiversity and light pollution in our local area. I think this would be a great topic for the children because they can connect it to wildlife they may already know.
I would start by asking the children what animals they think are active at night, such as bats, moths and hedgehogs. We could then talk about how too much artificial light might affect these animals and their habitats.
The children could take a walk around the school grounds and look for different sources of light. They could record what they find and discuss which areas are bright or dark. We could then talk about simple ways we could make the school more wildlife-friendly, such as turning off unnecessary lights or keeping certain areas darker.
I think this would be a simple but meaningful way to get the children thinking about how we can look after biodiversity in our local area.
I really like how you have connected light pollution to local wildlife. The walk around Kilbogget Park would be a great way for the children to see the impact for themselves and make the learning more meaningful.
I would choose Option 1 – exploring light pollution in our local area. I think this would be an interesting topic for the children because it connects to something they can see around them.
I would start by asking the children if they can see many stars from their homes or from the school and why they think this might be different in other places. We could talk about light pollution and where artificial light comes from, such as streetlights, houses, shops and cars.
The children could explore the school grounds and identify different sources of light. We could then discuss whether all these lights are needed and how too much light might affect people, animals and the environment.
I think this would be a great opportunity for the children to ask questions, share their ideas and learn about how our everyday actions can affect the world around us. It could also lead to a simple discussion about ways we could reduce unnecessary lighting in our local area.
Observing the Moon
I would choose Option 3 – Plan to observe the Moon. I think this would be a nice, simple way to get the children interested in space and encourage them to learn through observation.
I would start by asking the children what they already know about the Moon and if they have noticed that it looks different at different times. We could look at the different phases of the Moon together and talk about what they think causes these changes. I would then use a simple model, such as a ball and a torch, to show how the Moon moves around the Earth and why we see different phases.
As a class, we could find out which phase of the Moon is easiest to see in the morning and look at the dates when this happens during the school year. The children could keep a simple observation chart, recording the date, time, weather and what they can see.
If the weather is suitable, I would bring the children outside in the morning to observe the Moon from the school grounds. I think this would make the learning more meaningful as they are actually seeing what they have been learning about. It would also give them a chance to ask questions, share ideas and compare their observations with each other.
<h3>Observing the Moon</h3>
<p class=”isSelectedEnd”>I would choose Option 3 – Plan to observe the Moon. I think this would be a nice, simple way to get the children interested in space and encourage them to learn through observation.</p>
<p class=”isSelectedEnd”>I would start by asking the children what they already know about the Moon and if they have noticed that it looks different at different times. We could look at the different phases of the Moon together and talk about what they think causes these changes. I would then use a simple model, such as a ball and a torch, to show how the Moon moves around the Earth and why we see different phases.</p>
<p class=”isSelectedEnd”>As a class, we could find out which phase of the Moon is easiest to see in the morning and look at the dates when this happens during the school year. The children could keep a simple observation chart, recording the date, time, weather and what they can see.</p>
If the weather is suitable, I would bring the children outside in the morning to observe the Moon from the school grounds. I think this would make the learning more meaningful as they are actually seeing what they have been learning about. It would also give them a chance to ask questions, share ideas and compare their observations with each other.this sounds like a lovely lesson! It would also be a great opportunity to bring the children outside and use the school grounds as part of their learning.
One Year on Earth – Understanding the Seasons
I chose the “One Year on Earth – Understanding the Seasons” activity. I think this would be a great way to get children involved in STEM learning in a hands-on and practical way.
I would start by having a simple class discussion about the seasons. I would ask the children what changes they notice throughout the year. We could talk about things like the weather, longer and shorter days, what clothes we wear, and changes we see in plants and animals. I would then ask the question, “Why do we have different seasons?”
The children would work in small groups to make and use a simple Earth and Sun model. They could investigate what happens when the Earth is tilted and how this affects the amount of sunlight different parts of the Earth receive.
Afterwards, each group could share what they discovered with the rest of the class. We could also use images or videos to look at how seasons are different in other parts of the world.
I like this activity because it brings different areas of STEM together naturally. The children are not just listening to information; they are asking questions, working together, solving problems and learning by doing. I think this would make the topic more interesting and easier for them to understand.
I really enjoyed reading your reflection. I like how you highlighted that small everyday actions can make a meaningful difference. Your ideas for hands-on, cross-curricular activities are practical and would really help pupils understand that sustainability starts in their own community.
Working in Tubbercurry, Co. Sligo, I see sustainability promoted through local initiatives such as the excellent work of the Tubbercurry Tidy Towns committee. Their efforts to maintain green spaces, encourage biodiversity, and keep the town clean show how communities can work together to protect the environment. These initiatives provide positive examples for children and encourage a sense of responsibility for their local area.
This course has expanded my understanding of sustainability by highlighting the importance of protecting marine ecosystems and promoting sustainable aquaculture. Although Tubbercurry is inland, our actions still affect rivers and oceans through waste and pollution.
In my classroom, I would encourage pupils to explore sustainability through litter surveys, recycling projects, and learning about how local actions can impact the sea. By connecting community initiatives with lessons from the course, I hope to help pupils understand that everyone has a role to play in protecting the environment for future generations.
I like your idea of exploring the journey of seafood from sea to plate, as this would allow pupils to make connections between nutrition, sustainability, and food production. Activities such as investigating food sources and creating balanced meals would make the learning practical and engaging.
I have always been interested in nutrition and was already aware of many of the health benefits of seafood, including its role as a source of protein, omega-3 fatty acids, vitamins, and minerals. However, this module highlighted the importance of children developing an understanding of nutrition from an early age and the impact this knowledge can have on their choices.
As a 5th class teacher, I can see many opportunities to bring this topic into the classroom through Science, SPHE, and Geography. Pupils could explore the nutritional value of different foods, investigate where seafood comes from, and discuss the importance of making healthy and sustainable choices. Practical activities such as researching seafood, analysing food labels, or creating balanced meal ideas would make learning engaging and meaningful.
I think teaching children about nutrition empowers them to make informed choices and understand the connection between the food they eat, their health, and the wider environment. Encouraging this awareness at primary level can help develop lifelong healthy habits.
