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Using Activity Set: Stars in My Classroom
Lesson Overview
Inspired by Teachnet.ie’s module suggestion, I’d launch with the picture book How to Catch a Star by Oliver Jeffers to spark wonder and questioning Class Ace+5Teachnet.ie+5Teachnet.ie+5. We’d then move outdoors or use a star-chart app to identify a familiar constellation—like the Plough (Big Dipper)—promoting observational inquiry Teachnet.ie.Hands-On Star Creation
In the classroom, students design their own constellation using black card and silver foil pieces. They’ll connect them with chalk or string to reveal patterns, and name their creation, weaving in cross-disciplinary literacy writing.Digital Record of Learning
I’ll ask students to capture their constellations via tablets, then record short audio-visual reflections explaining their pattern’s inspiration, name, and story. This digital record doubles as an accessible tool for students with literacy or communication challenges.Reflection
This activity blends inquiry-based science, creative arts, and inclusive pedagogy tailored for SET learners. Starting with a storybook launch nurtures curiosity and frames the lesson in imaginative context. Investigating real night-sky patterns—whether through apps or outdoors—develops observation skills and connects classroom learning to the real world. The crafting phase encourages fine-motor development and artistic expression, critical for diverse learners I support.The use of digital recordings empowers students to document their learning in alternative formats—vital for those who find traditional writing challenging. Audio-visual reflections allow them to describe their constellation, their reasoning for its name and pattern, and link it to cultural or personal stories. This multimodal approach supports literacy, speaking skills, and self-expression.
Importantly, the sequence fosters conceptual change: from seeing stars as random lights to understanding them as cultural symbols, scientific objects, and creative inspiration. It builds scientific thinking by encouraging students to ask why and how—for example, “Why does this pattern stand out?” or “How would others see it in the sky?” Overall, this lesson supports inclusion, inquiry, and creativity in one sky-high experience.
In my classroom, I’d begin this lesson by opening discussion: “How do we know the Earth is a sphere?” This invites students to question assumptions and share prior ideas, including any misconceptions. I’d prompt them to rely on their own observations before presenting images from space.
Digital record component: Students use tablets or smartphones to record a short video clip or photograph of a rotating globe under directed lighting—acting as the Sun. They capture how shadows move, showing day and night across the globe. These digital records support analysis and reflection, especially helpful for SET learners, who benefit from visual and replayable references.
Activity Flow
Group brainstorming: “Why can’t we walk off the edge of Earth?”—spark critical thinking.spark.iop.org
Globe & flashlight demo: Students rotate the globe while observing the flashlight’s light circle move—replicates the sequence of day and night.
Document observations: Pupils take 15–30 sec clips of the shadow’s progression, then annotate with voice-over or captions explaining sunrise and sunset, creating a digital learning log.
Link evidence: We discuss additional proofs: lunar eclipse shadows are always curved, visible in the globe’s demonstration—connecting to real-world phenomena.Teachnet.ie+1Teachnet.ie+1Wikipedia+1Reddit+1
Reflect and share: Using their recordings, students present findings to peers in small groups, promoting scientific communication and listening skills.Reflection
This activity integrates inquiry-based learning, digital literacy, and inclusive pedagogy tailored for SET students. Starting with an open question fosters curiosity and establishes an investigative mindset. The hands-on globe-and-flashlight demo provides a multisensory experience—students can see, touch, and record the effect of Earth’s rotation, concretizing the abstract concept of day/night cycles. For SET learners, the combination of visual, auditory, and digital record tools supports comprehension, provides repetition, and reduces working memory strain.By capturing evidence themselves—through video or photo—they take ownership of their learning, enhancing engagement and self-efficacy. These digital artifacts can be paused, reviewed, and annotated, enabling careful reflection and creating a portfolio of learning that demonstrates progress over time.
Analyzing the recordings, students connect the shifting shadow with real-world evidence: such as curved shadows during lunar eclipses and visibility of different stars from various latitudes. This encourages them to see how classroom experiments mirror natural phenomena—guiding them to scientific reasoning rather than rote acceptance.
Finally, student-led presentations reinforce literacy and confidence. We close with a facilitated discussion: “What did your recording show? How does it prove Earth is round?” This reflection consolidates learning, builds communication skills, and affirms that science is a process grounded in evidence—not magic.
Hello everyone! I’m Patrice and I’m currently working as a Special Education Teacher (SET) in primary education. I’m excited to share a favourite space fact: A day on Venus (its rotation period) is longer than its year (its orbital period around the Sun)! Venus takes about 243 Earth days to complete one rotation, but only about 225 Earth days to orbit the Sun.
Mind Map: My Ideas About Space
Central Node: Space
Branches: Stars & Planets, Space Phenomena, Human Exploration, Technology & Innovation, Inquiry-Based Learning1. Module A – Stars & Planets
Subnodes: star life‑cycle, types of planets, exoplanets & habitable zones
Reflection: Studying star and planet classification helped me notice that students often misunderstand stellar evolution—commonly mistaking nebulae for dying red giants. I realised that visual timelines and scale models early on help them internalise cosmic life cycles. In future modules, I’ll incorporate more interactive models and digital simulations to support diverse learners, including those I work with in SET settings.2. Module B – Space Phenomena
Subnodes: black holes, supernovae, dark matter/energy, cosmic microwave background
Reflection: These abstract concepts can feel distant to students. I learned that storytelling approaches—like imagining approaching an event horizon—spring curiosity. For SET learners, using concrete analogies (e.g. dark matter as invisible scaffolding) and interactive visualisations can lower barriers. It also highlighted the importance of layered scaffolding and peer discussion to unpack misconceptions.3. Module C – Human Space Exploration
Subnodes: Sputnik, Apollo, ISS, Artemis, Mars rovers, future colonisation
Reflection: When teaching missions, I noticed students were fascinated by hardware but missed the scientific rationale. Framing missions with clear objectives (e.g., finding water on Mars) increased engagement. I also recognised the power of personal astronaut narratives. This inspires me to include first-person mission stories and structured supports so SET students can engage meaningfully with history and science.In my role as an SET teacher, implementing this inquiry-based balloon‑rocket activity offers rich opportunities for differentiation and deeper engagement. The open-ended, hands-on nature empowers students—including those requiring additional support—to be scientific agents: they hypothesise, test, record, and revise based on results. For SET learners, I would provide scaffolds such as structured templates, visual aids, calculators or measuring aids, paired peer support and flexible grouping. As they work through the test variables and measure distances, they practice precise observation and data recording, and see how iterative testing improves outcomes—mirroring real engineering processes.
Most importantly, the activity builds confidence. It faces misconception head-on (for instance, why a 90° launch might go straight up but travel little horizontally), and anchors abstract physics in tangible experience. By guiding students to plot and interpret graphs, ask reflective questions, and present findings verbally or visually, I support literacy and numeracy goals simultaneously.
Collaboration is central. Mixed‑ability groups enable peer teaching, while I offer targeted mini‑lessons to students with identified needs. Afterwards, reflection discussions help students articulate learning, extend concepts (like orbital arcs), and connect back to real‑world space exploration. In short, this lesson positions all learners as capable investigators. It strengthens scientific thinking, supports SET objectives in literacy and numeracy, and creates an inclusive learning environment where curiosity leads the way.
The strategic location of aquaculture farms along Ireland’s coastline plays a vital role in supporting the socio-economic development of rural and coastal communities. Many of these regions face challenges such as limited employment opportunities, population decline, and reduced income from traditional sectors like fishing and agriculture. Aquaculture offers a sustainable alternative, creating jobs in production, processing, logistics, and research. By fostering local employment, especially in isolated areas, aquaculture helps retain younger generations and supports community resilience.
Moreover, aquaculture contributes to the diversification of local economies, reducing dependence on seasonal tourism or struggling fisheries. With Ireland’s clean, nutrient-rich waters, especially in counties like Donegal, Kerry, and Cork, the industry can continue to grow responsibly. It also encourages investment in infrastructure and enhances the skills base of the local workforce. When managed sustainably, aquaculture not only supplies high-quality seafood but also strengthens rural development, enhances food security, and promotes economic stability in coastal regions.
Sustainability is becoming increasingly visible in my local area through community-led initiatives such as recycling programs, community gardens, beach clean-ups, and the promotion of local produce at farmers’ markets. Renewable energy projects, like wind turbines and solar panels on public buildings, also highlight a collective shift toward more environmentally conscious living. These local actions provide a strong foundation for teaching pupils about sustainability in a real and relatable way.
To engage pupils further, I would begin by exploring what sustainability means in everyday life. We would take local walks to observe sustainable practices firsthand—visiting a recycling centre, a local farm, or interviewing community members involved in eco-projects. Back in the classroom, pupils could document their findings, create posters or presentations, and even design small projects to promote sustainability at school, such as reducing plastic use or starting a compost bin.
Linking classroom learning to real-world practices helps pupils see that sustainability is not just a global issue, but one they can influence locally. Through inquiry-based learning, discussion, and active participation, students become empowered to take ownership of their actions. By making sustainability tangible and locally relevant, we nurture responsible citizens who are more aware of their role in protecting the planet.
Understanding the nutritional value of seafood offers an excellent opportunity to connect science, health, and sustainability in the classroom. Seafood is rich in essential nutrients such as omega-3 fatty acids, high-quality protein, vitamins D and B12, and important minerals like iodine and selenium. Teaching students about these benefits not only supports curriculum goals in science and SPHE (Social, Personal and Health Education), but also encourages informed food choices and lifelong healthy eating habits.
In the classroom, this knowledge can be applied through practical, cross-curricular activities. For example, students can explore the food pyramid, research the health benefits of oily fish, or investigate how diet affects brain and heart health. Links to aquaculture can also be made, allowing students to consider how farmed seafood contributes to both nutrition and food security.
Additionally, students can be encouraged to critically evaluate sustainability and traceability in seafood sourcing, which opens discussions about ethical consumerism and global food systems. Integrating seafood nutrition into classroom practice promotes not just academic understanding, but also personal responsibility and awareness of how our food choices impact both our health and the environment. It provides a meaningful context for learning that is both relevant and future-focused.
In my own teaching, I would use ARC resources to introduce authentic environmental STEM challenges—such as designing sustainable fish‑farm systems—and connect lessons to local coastal themes. I’d facilitate group problem-solving, data collection and evaluation tasks across Science, Maths, and SPHE. I’d also collaborate with colleagues to build a school-wide STEM approach, aligning with policy expectations; use SSE to systematically evaluate how STEM is integrated; and track improvements over time in student engagement, equity of access, and learning outcomes.
By anchoring aquaculture learning through ARC within the STEM Policy and SSE framework, I can foster active, locally relevant STEM education that supports whole‑school improvement and student agency.
