Forum Replies Created
-
Posts
-
Thanks for sharing these wonderful ideas! I really like how you’re using contemporary music and films to create a magical connection to the night sky. Songs like A Sky Full of Stars and Rewrite the Stars are perfect for setting a calm and inspiring atmosphere that can spark children’s imagination and curiosity.I also love your suggestion of linking movies like Moana and Wall-E to discussions about stars, navigation, and the balance between light and dark — these stories offer fantastic opportunities to explore science and storytelling together.
In my First Class, we might try some of these songs during art activities and I will definitely add some of those films or clips as visual stimuli to introduce topics.
Our school is based in the northwest of Ireland, so we’re lucky to be not too far from Mayo Dark Sky Park. I would introduce the idea by showing the children some pictures of the park and talking about how it’s such a valuable place to see the stars because there’s very little light pollution. We could also explore some of the animals that live there, like bats, owls, and pine martens. We once had a guest speaker from Mayo Dark Sky Park who taught us a lot about the local flora and fauna.
In First Class, I’d keep the activity simple and hands-on. The children would design their own “Dark Sky Place” for our school using drawings, junk art, and small world play. We could talk about what makes a good dark space — things like low lighting, quiet areas, and safe places for nocturnal animals. The children could also use apps like Book Creator or Minecraft Education on Chromebooks to create their own Dark Sky Place. As a class, we could explore ideas such as: a stargazing bench or picnic area, hedgerows or trees for shelter, bat or owl boxes in darker corners of the yard, and signs asking people to turn off outdoor lights at night.
To bring their ideas to life, we could make simple dioramas using shoeboxes, recycled materials, and natural items. We might add small battery-operated tea lights or solar lights to represent lighting in a way that’s safe and doesn’t cause light pollution.
We could also learn a night-themed song — my class this year loved “Fireflies” by Owl City when we were learning about stars and nocturnal animals. We could create glow-in-the-dark art to decorate our classroom and link the activity to both SESE and Visual Arts.
I think this kind of project really helps children understand how light pollution affects biodiversity and how small changes can make a big difference.
That’s a great point about how daytime animals often get more attention in school biodiversity plans. I really like your idea of starting with an audit of local nocturnal species like bats and owls — I’m sure the children would really enjoy getting involved with that.
Creating safe, darker spots around the school seems like a practical and effective way to support these animals. Adding bird boxes or bat boxes in quieter, less-lit corners would not only help them but also give the children something real to observe and care for.
Promoting awareness through posters and surveys is a wonderful way to involve the whole school community and highlight why the night environment is important too. Linking up younger and older classes for some of these activities would be a great way to encourage teamwork and peer learning across class groups.
When thinking about our school’s biodiversity plan, I believe it’s important to include nocturnal animals and consider how light pollution affects them. Many of the children in my class are fascinated by animals that are awake at night such as owls, bats and hedgehogs and this curiosity can be a great entry point for learning about so many things.
Our school is located near buildings that are no longer in use which could potentially offer shelter or nesting areas for nocturnal species, especially bats. This gives us a chance to talk about how human-made spaces can sometimes support wildlife, and how we might help protect or improve those areas on our school grounds.
With my First Class pupils, I’d start by learning about nocturnal animals through stories, videos, and songs. One idea is to learn the song “Bats are sleeping” — it’s repetitive, easy to remember, and fits in well when learning about animal groups and seasonal changes. We could also listen to real night sounds and try to guess which animals make them in a sound hunt.
To make the learning more hands-on, we might create simple “night vision glasses” during an art lesson using red cellophane and cardboard frames/toilet roll holders. This would spark great discussion about how our eyes and animals’ eyes work differently in the dark.
As part of our biodiversity work, we could engage with our green schools plan by:– Create a “Nocturnal Animals” wall display showing what animals are active at night and how they survive.
– Survey the school grounds to find quieter, darker corners that could be protected or enhanced (e.g. with bat boxes or hedgehog houses).
– Use the disused buildings nearby as a discussion point for creating protected areas for wildlife.
– Design simple posters or signs encouraging us to reduce outdoor lighting in the evenings.
– Include a night sky awareness activity, like drawing what they see in the sky from home or doing a “dark spot” map of their street with their families.
This would link in naturally with our SESE lessons on light and animals, and allow the children to build empathy and awareness of how even their small actions can help support biodiversity.
The David Attenborough documentary about sea turtles sounds like a really powerful way to introduce the idea of light pollution. I just watched a little bit on You Tube and I was hooked! The story of the baby turtles is so memorable and would definitely grab their attention — it makes the impact of artificial light really clear.
With my First Class group, I might simplify it a bit by just focusing on the turtle story and following it up with a short discussion: “Why do you think the turtles got confused?” or “Have you ever seen a really dark night sky?” We could draw a turtle’s journey and show the difference between natural and artificial light.
Your idea of breaking the topic into categories is great for older classes! I can imagine they would become really invested in this project. I would adapt it for my younger class by giving simpler tasks like matching pictures of natural vs artificial light or making a class poster on “How to Help the Night Sky.”
Light pollution is something I would like to explore with my first class in September. With all the streetlights, car parks, shop signs and outdoor lighting, it’s often hard to see more than a few stars, even on a clear night in our town. Children in First Class might not even realise how much brighter the night sky could look in a darker place. To help them explore this, I’d start with a simple question: “Do you remember when everyone was talking about the Northern Lights being visible in Mayo?” I’d show them some photos taken from Enniscrone beach and ask, “Why do you think so many people drove out to the beach to see the sky that night?” This could lead to a group discussion about how the lights in towns can block our view of the stars and how we sometimes need to go somewhere darker to see the sky properly. For homework, I would ask the children to look out their window at night and draw what they can see. We’d compare the drawings in class the next day and talk about how many stars were visible, who could see more stars, country vs town etc. I would also show them side-by-side pictures of a night sky in the countryside and one in a city so they could see the difference clearly. In class, we could make a display showing two night scenes—one of a busy town with bright lights and one of a quiet countryside sky filled with stars. This links nicely with the science curriculum where we look at light sources and learn about natural and artificial sources and the effects they have.
That sounds like a really clear and engaging plan! I like how you’re using videos and visuals to help the children identify the planets first — there are great planet games on ‘wordwall’. The idea of the class choosing a planet to research and then creating a “Planet Spotting Guide” is a great way to involve them actively in their learning.
If I were adapting this for First Class, I’d keep the research simple by focusing on one or two key facts about each planet and using lots of pictures/songs to help them remember. I would ask the children to work in pairs to create a Blooket quiz about their chosen planet. Later, we could combine all the Blookets to make a fun interactive book about the planets. The evening observation could be kept straightforward, with parents helping to spot the planets. A homework sheet could be sent home too—something like a ‘night sky treasure hunt’ to guide children and parents in spotting planets and other features.
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 2024- 2025?
The Moon is something I find children are naturally curious about as they hear about it in many bedtime stories and nursery rhymes. I teach senior infants and my students often spot the moon in the morning sky on their way into school and are surprised to tell me it’s still there, since they usually associate the Moon with night-time only.
I plan to observe the moon during its Last Quarter phase, visible from late night into the morning — perfect for us to spot while we’re outside on yard during our small break. Two dates I’ve chosen are 17 September 2024, which works well early in the year as the class settles in, and 15 January 2025, which I think will be a lovely calm activity for the first full week back after Christmas when everyone is getting back into routine.
After we observe the Moon, the children could draw what they saw and share their thoughts in a think-pair-share discussion. We’ll keep a Moon phase calendar where we tick off dates and build a visual log of our Moon sightings across the year. We could also discuss the Moon’s shape and link it to our maths. To add a bit of fun, we could learn the chorus of “Fly Me to the Moon” by Frank Sinatra. It’s a simple way to integrate SESE subjects, build on observation skills and help the children connect with something they can actually see and talk about together.
The outdoor classroom sounds like a brilliant idea with lots of potential for learning. Using sundials to figure out the best spot for the greenhouse is a great hands-on activity and having the children record their findings on iPads will really help keep them engaged. In a multigrade setting, I’m sure there will be lots of opportunities for peer learning as well! It would be lovely to create a simple weather station in the outdoor classroom. The children could take daily measurements of temperature, wind, rainfall, and sunlight using easy-to-use tools like a rain gauge and thermometer. This would give them ongoing, hands-on data to record and discuss, helping develop observation skills and connect science with their everyday environment. It could also tie in nicely with lessons on seasons and weather patterns.
One Year on Earth – Understanding the Seasons resource (ESA) – Teaching the seasons is such a big part of the junior classes SESE curriculum. I sometimes find that the workbooks can feel a bit out of reach for the children, especially in Senior Infants and First Class. I really believe that tangible, hands-on experiences are key when teaching about the seasons and the changes that happen throughout the year. Some of the ideas I’m planning to use next year include having a daily weather chart that the children update themselves and taking a photo of the tree outside our classroom once a month. These photos will form a digital log of their learning. We’ll create a wall display with a season table where we add anything relating to the current season and take nature walks around our school grounds. I also like the idea of having tadpoles in the classroom to watch as they grow, and planting seasonal plants like daffodils or sunflowers to see real growth linked to the seasons. To make it even more engaging, I plan to have a class teddy who we dress according to the season, which the children would really enjoy. I also think looking at weather reports on News2Day can help connect what we learn in class to the wider world. In addition, incorporating seasonal songs and poetry will help bring the topic to life in a fun way eg. A PE warm up ‘Autumn Animal Scramble’
I think that mixing these hands-on activities with discussion and observation would really help the children grasp the concept of seasons in a way that feels real and meaningful to them.
1st Class Plan to Incorporate Space Week:
English:
Reading:
Explore space-themed picture books and read-alouds, including titles such as Aliens Love Underpants, Laura’s Star, and the inspirational storybook Shooting for the Stars by aspiring astronaut Norah Patten.Writing:
Children can enhance their questioning skills by brainstorming questions they would like to ask Norah Patten or the space station. The children could use a KWL chart to help them.The children could also create a travel brochure for space, practising descriptive writing by detailing the excitement of space travel, essential items to bring depending on which planet, and share new space facts.
Oral Language/Drama integration:
The children could role-play as astronauts, scientists, or aliens. They can have conversations about their “space missions,” describe their roles, and answer questions from their classmates.
Pair students up to conduct mock interviews where one plays the role of an astronaut or alien and the other is a reporter. They can prepare questions and practice responding in character, enhancing their speaking and listening abilities.
Maths – Children create their own star constellations by arranging star stickers or cut-outs on paper and connecting them with string or yarn to make patterns. They learn about distance by measuring how far apart the stars are with rulers and practice counting by tallying stars in pre-drawn constellations on worksheets. Outside, they can use star-shaped cut-outs and chalk to create constellations on the ground, measuring distances between stars with measuring tapes. They count stars scattered around the playground and play a star distance game, finding and measuring distances between star markers.
Irish – integrate weather/travel with the theme of space. Counting down a rocket launch as Gaeilge.
Geography – Children explore facts about the planets by learning interesting details about each one, such as their sizes, colours, and unique features. They use books, videos, or pictures to gather information and discuss what makes each planet special. After learning, they create their own planet dioramas using shoeboxes, paint, and craft materials to represent the planets and their features. They arrange their dioramas to show the planets in order from the sun. Each group could present their diorama to the class, sharing interesting facts about their chosen planets.
Science – Children could explore crater formation by creating their own models. I have witnessed a teacher doing this lesson before using a tuff tray, flour and coco powder. Drop different-sized balls from various heights into the tray to see how craters form from impacts. Talk about how the size and height of the balls affect the craters. Afterward, children compare what they observed and discuss their findings.
History/Art Integration – Children learn about the history of space exploration by discovering how astronauts first traveled to the Moon. We could explore Neil Armstrong and the Apollo 11 mission, highlighting his famous words, “That’s one small step for man, one giant leap for mankind.” They could watch a short video or look at pictures of rockets and spaceships from the past. Children create their own space rockets/rocket mice using craft materials.
Music/PE integration – Listen and respond to the theme tune of StarWars/Rocket man. The children could make their own “space music” using rice shakers and other instruments.. They can also dance or move like astronauts or aliens to the music
I completely agree. I think thematic planning works so well in junior classrooms due to the shorter day and sometimes shorter attention span. The children really invest in the themes and there are great opportunities for language development. Some great ideas here that I will note for the next space week.
If I were to teach a lesson on different types of houses to junior, senior, first, and second classes, I would incorporate hands-on activities to engage the students fully. I would start by using an excerpt from David Walliams’ novel “Space Boy” as a stimulus, sparking a discussion on how we might introduce our “home” to an alien visitor.
We would then talk about the different types of homes in Ireland and around the world. I would invite children from different countries to share their experiences, allowing for a rich exchange of cultural perspectives.
For the hands-on activity, I would provide materials such as play dough, lollipop sticks, sugar cubes, pipe cleaners, and junk art supplies. The students would build houses for new inhabitants, which would offer a fantastic opportunity to link with science by discussing the properties of the materials used and determining which options were the best and why.
To extend the learning experience, I would invite the more senior classes to get involved by having them act as mentors for the younger students. They could assist in the construction process, offering guidance on design and material selection based on their advanced understanding. Additionally, the senior students could prepare short presentations on different architectural styles from around the world, further enriching the discussion on global housing.
Each group could first build their house using ICT, tying in the popular game Minecraft to create digital models of their designs. This would engage students who enjoy playing Minecraft and allow them to explore architectural concepts in a virtual environment before moving on to the physical construction.
To wrap up the lesson, the children would gather to showcase their house models. They would share what they learned about different types of houses, where people live, and how they would explain houses to aliens.
I love your idea of incorporating a Junk Couture project into the weather activity! It’s a fantastic way to combine creativity with practical learning. Engaging students in group work to design and present their outfits would not only enhance their understanding of materials but also foster teamwork and presentation skills. Great suggestion! Could also be a buddy activity where the more senior classes link up with the junior classes.
Activity Set: Stars
I would use this activity in the infant classroom by introducing stars and constellations with some pictures and a simple explanation that stars are like our sun but much farther away. We would learn the song “Catch a Falling Star” and revise “Twinkle Twinkle” in our music lessons. I would like to take the children outside for a space-themed scavenger hunt. Giving each group a constellation card and a flashlight, I would hide star stickers around the yard and have the kids find and place them on their papers to recreate their constellations. After this, I would invite each group to present their constellation and share any stories or myths about it.
For an older class, an extension of this lesson would be researching and presenting on different constellations, including their history and cultural significance. We could also incorporate a night-time stargazing event to identify constellations in the real night sky, deepening their understanding and appreciation of astronomy.
