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I really like the storytelling and hands-on approach you’ve planned, especially using How to Catch a Star and the “Star Jar” experiment to make the concept concrete for 2nd class. The sorting activities are also a great way to build understanding of natural vs artificial light in a simple, visual way. Linking it to “light pollution helpers” is a nice way to make the learning active and age-appropriate, helping children see how everyday choices can affect the night sky.
In inner city Dublin, light pollution is very visible at night due to streetlights, shopfronts, traffic lights and buildings. The sky often has an orange glow, meaning very few stars (if any) are visible compared to rural areas. This reduces opportunities for children and adults to experience the night sky and can also affect wildlife and people’s sleep patterns.
To engage 2nd class learners, I would keep it simple and hands-on: comparing images of dark and city skies, doing a “light detective” activity in the classroom, and asking children to observe the night sky at home and record what they notice (stars, brightness, streetlights). I would also use drawing and storytelling (e.g., animals affected by bright lights) to build understanding in an age-appropriate way.
This is a really nice lesson idea and it’s very clear. I like how you link the Twinkl visual with actually going outside to observe the Moon, as it makes the learning more real for the children.
The sketching task is a great idea because it gets them to really look closely at what they can see, and using Scoilnet afterwards is a good way to check their understanding and compare with accurate images.
For my teaching resource, I have chosen to use Stellarium with my 2nd Class.
I would begin by reading Look Up! by Look Up!. The story encourages children to become curious about space and would be an engaging way to introduce the lesson. After reading, I would ask the pupils what they already know about the night sky and what they think they might see if they looked outside after dark.
Next, I would use Stellarium to display the night sky above our local area. Together, we would identify the Moon, bright stars and a few easily recognisable constellations, such as the Big Dipper. I would demonstrate how the night sky changes as time passes and explain that the stars appear to move because the Earth is rotating. Throughout the lesson, I would encourage discussion by asking questions such as: Can you spot any patterns in the stars?, Why do you think we only see stars at night?, and What do you notice about the Moon’s position?
To reinforce their learning, the children would complete a simple “Night Sky Detective” worksheet by drawing and labelling the Moon, one constellation and two bright stars they observed using Stellarium.
I would plan an investigation where they observe and record the position of the sun at sunrise, midday, and sunset over several days. Children would work in small groups to measure the length and direction of shadows using simple markers placed in the yard. They would record their observations in a science journal, sketch the shadows, and compare how they change throughout the day. We would then use digital tools to graph the data and identify patterns. This activity naturally integrates science concepts about Earth’s rotation with mathematics through measurement and data handling, technology through digital recording, and engineering by discussing how knowledge of the sun’s movement can be used to design buildings or solar panels.
The investigation would encourage the children to ask questions, make predictions, and explain their findings using evidence. It also provides opportunities for discussion about why the sun appears to move across the sky and how this relates to day and night.
What a lovely idea! I really like how it connects pupils with older generations and brings folklore to life through storytelling, art, and drama. A great way to explore history and heritage in a creative, hands-on way
Teaching in an inner-city Dublin school, I think “Design Your Own Dark Sky Place” would be a fantastic and creative way to engage my 3rd class pupils with the concept of light pollution and how we can protect our night skies, even in urban areas.
We would begin by learning about what a Dark Sky Place is and why these areas are important for both humans and wildlife. We’d explore real examples like Mayo or Kerry Dark Sky Parks using videos and pictures to help the children visualise what a truly dark sky looks like. We’d then look at our own area and discuss how much light we see at night and what impact that has on seeing stars or on animals like bats and insects.
In small groups, pupils would design their own version of a Dark Sky Place — it could be a park, a school yard, or even a rooftop garden. They’d draw maps or create models showing where they would limit lighting, what kind of low-impact lights they’d use, and how they would educate the community. We’d display the projects in the school to raise awareness and maybe even invite the Green Schools committee to get involved.
This project would not only develop creativity and teamwork but also empower pupils to feel they can make a positive difference in their own city environment.
This is such a well-thought-out and engaging plan! I really like how you’ve structured the learning in two clear phases. First focusing on biodiversity and then naturally progressing into the topic of light pollution. Linking in with your Green Schools committee is a great idea, as it gives the pupils a sense of real responsibility and connection to their school community. The use of local spaces like the town park makes the learning relevant and hands-on, and the mapping activity is a brilliant way to visualise biodiversity in their own area. I also love the idea of comparing night sky visibility between different areas. This really brings the concept of light pollution to life. Your approach not only informs the pupils but empowers them to share what they’ve learned with their families and wider community. It’s a great example of place-based learning with real-world impact.
Teaching in an inner-city Dublin school presents unique opportunities and challenges when exploring biodiversity with learners. While we may not have wide green spaces or natural woodlands, there is still a rich and diverse range of urban wildlife to discover—birds, insects, small mammals, and even urban plants that thrive in small patches of green, along roadsides, in parks, and schoolyards.
To engage the children, I would begin by exploring what biodiversity means and why it’s important, using our local area as the context. We would start with nature walks around the school, local parks, and canal banks, encouraging the children to record and photograph any plants, birds, insects, or signs of animal life they observe. We could also set up a simple bug hotel or bird feeder in the school yard to encourage more biodiversity.
From there, we would introduce the concept of light pollution and explore how excessive lighting in urban areas disrupts local biodiversity—impacting insects like moths and pollinators, confusing migratory birds, and disturbing nocturnal animals like bats. Students could compare observations made during the day and evening, and we would discuss simple changes we could make to reduce light pollution and support local wildlife.
By helping children connect with nature in their own community, we can foster curiosity, environmental awareness, and a sense of responsibility for protecting the biodiversity that exists even in the heart of the city.
What a lovely contrast you’ve highlighted between your rural upbringing and your current teaching context. It really shows how powerful first-hand experience can be when teaching about light pollution. I think using your own view of the night sky as a comparison is a fantastic way to make the topic real for your pupils. The idea of incorporating the overnight trip for sky observation is brilliant. It gives the children a rare chance to truly see what a dark sky looks like and ties in perfectly with the learning. I agree, this is such a rich topic with links to science, geography, wellbeing, and even heritage.
Light pollution is becoming increasingly noticeable in my local area, especially with the growing number of housing developments and commercial spaces. Streetlights, security lights, and signage often stay on all night, creating a bright orange glow that makes it difficult to see stars in the night sky. Many children in my class have never experienced a truly dark sky, which is something previous generations may have taken for granted.
To engage my learners with this topic, I would begin with a class discussion on what they can see in the night sky from their homes. We would then compare this with images or videos of the sky from places with little or no light pollution, such as remote rural areas or dark-sky reserves. We could conduct a simple star count from our school yard or from home as a homework activity. This would be followed by lessons on the impact of light pollution on wildlife, human sleep patterns, and our ability to observe space. Finally, we would brainstorm small actions we could take at school or at home to reduce light pollution, helping children feel empowered to make a positive change.
That sounds like such a lovely and meaningful activity for Junior Infants! I love how you’re tapping into their natural curiosity—so many children are fascinated by seeing the moon during the day, and it’s a great opportunity to challenge their early ideas about day and night. Choosing the last quarter phase is really clever too, especially as it aligns with their lunch break and gives them the chance to observe it without disrupting the school day. Following it up with drawing and sharing their observations is a great way to support language development and scientific thinking in a really age-appropriate way. A perfect early science experience!
I choose option 2:
Use Stellarium or WorldWide Telescope to let students explore the night sky in real-time
Set location to Ireland and identify seasonal constellations; then switch to Australia and compare
Let students observe how the position of the Sun changes throughout the year using the time-lapse feature
Explore how the tilt of the Earth affects the seasons by watching the Sun’s path change over months
Encourage students to notice differences in daylight hours and night sky patterns between hemispheres
Use as a visual follow-up to classroom discussions on Earth’s rotation, orbit, and axial tilt
Great for reinforcing key terms like axis, orbit, hemisphere, and equator in a visual, interactive way
This approach engages children in both visual and hands-on learning, helping them grasp abstract concepts like Earth’s tilt, rotation, and orbit. Comparing seasons and holidays in different hemispheres (e.g., Ireland vs. Australia) encourages curiosity and critical thinking. Using videos and vocabulary like “equator” and “axis” will really support understanding. The polystyrene ball and torch activity is a brilliant way to bring the science to life. The inclusion of the Paxi video is a great way to reinforce learning in a fun and accessible way
After reading Liston (2018), what really stood out to me was the idea that STEM isn’t just about ticking boxes for Science, Technology, Engineering, and Maths—it’s about making learning connected, meaningful, and fun for kids. I definitely try to keep that in mind in my own classroom.
One simple but effective activity I’d love to try is getting the class to observe and record the position of the sun throughout the school day. We could go outside at different times (maybe morning, lunchtime and afternoon), mark where the sun is, and trace our shadows with chalk. Over a few days, we’d start to see patterns and changes—and it would naturally lead into great discussions around time, light, and the Earth’s movement.
We could take photos on the tablets, make a simple slideshow or digital book, and even turn the shadow data into bar charts in Maths. It’s a really nice way to link SESE, Maths and Digital Learning in a hands-on way. I think the kids would really enjoy it, and it would spark loads of questions, which is what good STEM is all about.