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Hi Fiona,
This is a lovely whole-school approach. I especially like the mix of art, stories, peer teaching and the family Star Watch, as it would make the project accessible to all age groups. Linking it with the Green Schools Committee is also a great way to turn learning about light pollution into meaningful action across the school.
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”.
Songs:
Twinkle, Twinkle, Little Star
Hey Diddle Diddle
Zoom, Zoom, Zoom, We’re Going to the Moon
Five Little Men in a Flying Saucer
The Man in the Moon
Star Light, Star Bright, the first star I see tonight
I See the Moon
Mr. Sun
The Moon Song from Bear in the Big Blue HouseArt:
Van Gogh-inspired swirling night skies
Chalk-and-pastel moon pictures
Foil-star constellations on black card
Sponge-painted galaxies
Paper-plate Moon phases
Salt-painted stars
Scratch-art night skies
Glow-in-the-dark constellation pictures
Collage rockets and planets
Silhouette landscapes under a starry skyBooks:
How to Catch a Star – Oliver Jeffers
The Way Back Home – Oliver Jeffers
Papa, Please Get the Moon for Me – Eric Carle
Draw Me a Star – Eric Carle
Owl Moon – Jane Yolen
Goodnight Moon – Margaret Wise Brown
The Moon Keeper – Zosienka
The Smeds and the Smoos – Julia Donaldson
The Dinosaur That Pooped a Planet – Tom Fletcher and Dougie Poynter
Man on the Moon: A Day in the Life of Bob – Simon Bartram
Here We Are – Oliver JeffersI struggled to think of poems that’s why I did books instead.
Hi Mikey,
This is a very practical and meaningful approach. I like how the children would investigate both biodiversity and light sources in places they already know. The group suggestions would also give them a real sense of responsibility, while showing that simple changes to lighting and planting can help protect local wildlife.
I would engage my First Class pupils in a Monaghan Day and Night Nature Hunt. During the day, we would explore the school grounds and our nearby green area and look for trees, wildflowers, birds, insects and signs of animal life. The children would record what they find using drawings, tally marks and photographs. We would then discuss which local animals are active at night, such as bats, moths, owls and hedgehogs. The module highlights that artificial light can affect nocturnal animals, including their feeding, movement and ability to navigate.
To make this practical, we would create a simple map of the school grounds showing bright and dark areas. Children could place star stickers on darker spaces and light-bulb stickers near lamps. At home, with an adult, they could observe whether insects gather near outdoor lights. Back in class, we would compare findings and design a Dark Corner for Wildlife plan, suggesting shielded lights, lights turned off when unnecessary and planting areas that support moths and bats. This would help the children connect Monaghan’s local biodiversity with simple actions that protect wildlife.
Hi Karl,
This is a really engaging and relevant approach. I like how you are using the children’s different rural and urban experiences to make light pollution meaningful. The streetscape activity should help them understand the concept clearly, while the home observation gives them a practical way to compare their findings and involve their families.
Planning a project for your class to take part in the International Dark Sky Association’s “Rising Star” Awards Programme.
For the Rising Star Awards Programme, I would turn my First Class pupils into a Night-Time Nature Rescue Team. We would begin with a darkened classroom and a torch experiment, comparing a light shining in every direction with one covered by a simple cardboard shield. The children would discover that light pollution is unnecessary or excessive artificial light and that better lighting should be useful, targeted, low, controlled and warm in colour.
Next, the children would explore the school grounds during daylight and identify outdoor lights. They would use picture cards to decide whether each light points down, up or everywhere. We would create a large Light Detective Map using star stickers for dark areas and bulb stickers for bright areas. At home, families could complete a simple night-time survey by drawing any lights visible from a window.
The children would then design their own dark-sky-friendly lamp shades using recycled materials and test them with torches in a cardboard “mini town.” Finally, we would create posters and share our findings with the rest of the school. This project would let First Class children investigate a real environmental issue through play, art, science and practical action.
Hi Carol,
This sounds like a very engaging lesson for Sixth Class. I particularly like the progression from discussion, to using physical models, to recording real observations and finally exploring Stellarium. The Moon log would give the children meaningful evidence to compare with what they see on the website. Stellarium would also help them understand that the sky is constantly changing and encourage them to test their digital observations by looking at the real night sky.
Create an observing plan for autumn that shows which planets are visible in the evening sky.
For this activity, I would turn my First Class pupils into Autumn Planet Explorers. The module encourages children to observe the night sky, distinguish planets from stars and use digital tools such as Stellarium to support an observing plan. It also highlights questioning, predicting, observing and recording as key skills.
Our plan would focus on three child-friendly targets for Autumn 2026. In September, children could search for bright Venus low in the west shortly after sunset and begin looking for Saturn. Venus reaches excellent evening visibility during September but disappears from the evening sky towards the end of the month. In October, Saturn would become our golden autumn planet. It reaches opposition on 4 October, meaning it rises around sunset and remains visible throughout the night. In November, we would continue observing Saturn, while adventurous families could look later in the evening for bright Jupiter rising in the east.
Each child would receive a Planet Passport containing one page for each month. With an adult, they would look from a safe, dark location and record the weather, direction, time and planet spotted using drawings, stickers or simple symbols. Before each observation, we would use Stellarium in class to rehearse where to look. A cardboard planet window could help children frame one small section of sky. Each successful observation would earn a stamp, and our findings would be added to a large classroom display. This would make stargazing imaginative, achievable and collaborative for the children in my First Class
Hi Aoife,
This is a very thoughtful and inclusive adaptation. I like how pupils can show their understanding through touching, sorting and matching rather than relying on verbal responses. The visual checklist, timer and short questions will also make the activity clear and predictable. Collecting real leaves beforehand is a lovely sensory way to connect the seasons to their own environment.
Liston’s Unravelling STEM encouraged me to think of STEM as an integrated, inquiry-based approach rather than four subjects taught separately. In my First Class classroom, STEM education should allow children to ask questions, make predictions, observe patterns, record evidence and communicate their ideas creatively. This links closely with the Curious Minds/ESERO framework in the module, which moves through engaging, investigating, taking the next step and reflecting. The module also highlights observing, questioning, predicting, measuring and recording data as important skills.
I would create a Sun Post Office where my First Class children send picture postcards from the Sun at different times of the day. We would observe the Sun’s general position safely in the morning, at lunchtime and before home time, using familiar landmarks such as a tree, wall or school roof. The children would never look directly at the Sun. Instead, they would notice where the bright area appears in relation to these landmarks.
After each observation, the children would draw a postcard showing the sky and place the Sun in the correct position. They would add a simple message such as, Good morning, I am low beside the tree, or It is lunchtime and I am high above the roof. Sunrise and sunset postcards could be completed at home with family support and brought back to school as part of a creative homework project.
We would arrange all the postcards on a large washing line in time order. The children could then compare them, discuss patterns and create a class story. This activity would combine science, geography, mathematics, literacy, art and technology in a playful and meaningful way.
Hi Carrie,
I agree that schools play a vital role in developing sustainable habits from a young age. Your examples of the Green Flag initiatives, particularly Walk on Wednesdays and reducing lunchbox packaging, are excellent ways of showing pupils that small everyday actions can have a positive impact on the environment. It is encouraging to see sustainability being promoted both at school and within the wider community.
Completing this module has helped me recognise that sustainability is something that can be practised in every community, including County Monaghan. Sustainability is reflected through local farming practices that protect biodiversity and water quality, the recycling initiatives organised by Monaghan County Council, and community projects such as National Spring Clean and the Tidy Towns competition. I also appreciate the importance of protecting natural areas such as Lough Muckno, Rossmore Forest Park and Sliabh Beagh, which support local wildlife and encourage people to value the natural environment.
As a teacher, I would encourage pupils to explore sustainability by connecting classroom learning to their local community. Nature walks, litter-picking activities, recycling projects and biodiversity surveys would help pupils understand how their everyday actions can have a positive impact. Next year I will be working in an autism class, so I would use visual supports, practical activities and outdoor learning to make these concepts engaging and accessible. I believe these experiences will help pupils develop lifelong sustainable habits and a greater appreciation of their local environment.
Hi Jane,
I agree that seafood is an excellent source of essential nutrients, and I was also surprised by the high iron content in mussels and oysters. I really like your idea of visiting a fish counter or inviting a fishmonger into the classroom, as it would provide pupils with a practical, real-world learning experience
Before completing this module, I knew seafood was healthy, but I didn’t realise how many important nutrients it provides. I found it interesting to learn that seafood is a good source of protein, Omega-3, iron and vitamin D, all of which are important for healthy growth, brain development and overall wellbeing. It also reinforced the importance of the Food Pyramid and making balanced food choices. Next year I will be working in an autism class, and I think this topic could be taught in a fun and practical way. I could use visual supports, matching games, food sorting activities and simple cooking or tasting experiences to help pupils learn about healthy eating. These hands-on activities would make the learning more engaging and accessible. Although our school is not near the coast, the lessons would still help pupils understand where seafood comes from and why it is an important part of a healthy diet.
