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I love the variety of ideas you have included here, especially for Junior and Senior Infants. Songs such as Twinkle, Twinkle Little Star and Five Little Men in a Flying Saucer are such a natural way to introduce the night sky at this age. I particularly like the idea of encouraging the children to make up their own songs, poems and rhymes, as it gives them a chance to use their imagination and build on familiar tunes. The Van Gogh Starry Night activity is also a lovely way of linking the topic with art. I really like your idea of pairing the infant children with an older class to create the night sky dioramas. It would make the activity even more enjoyable while also encouraging cooperation between different age groups.
I really like the idea of allowing the children to design their own Dark Sky area within the school grounds. It makes the topic very practical and gives them the opportunity to think about their own school environment. The experiment with torches is a great idea as the children would be able to see for themselves how directing light downwards can reduce glare and unnecessary light. I also like how the activity encourages them to consider both safety and the needs of wildlife rather than simply removing lighting. Creating models from recycled materials would be a lovely hands-on element and would encourage creativity and teamwork. I think presenting their designs at the end would also give the children a real sense of ownership over their ideas and could lead to some changes being considered within the school.
For this activity, I would explore the idea of creating our own Dark Sky Place within the school grounds. I think this would be a good way of bringing together what the children have learned about light pollution, biodiversity and the importance of protecting our night skies.
To introduce the activity, I could read The Darkest Dark by Chris Hadfield with the children. I think this would be a lovely starting point for talking about darkness and how we experience the night sky. We could discuss what the children notice when they look outside at night, what they can see in the sky and whether it is easier to see stars in some places than others. We could also use some of the resources from Dark Sky Ireland to look at examples of light pollution and compare good and poor outdoor lighting.
I would then ask the children to think about the different sources of artificial light around our own school, such as outdoor lights, streetlights, security lights and lights coming from classroom windows. We could take a walk around the school grounds and create a simple map showing where these lights are located. The children could discuss which lights are necessary for safety and whether there are any that could be changed or used differently.
Working in small groups, the children could then design their own dark sky friendly version of our school. They could suggest ideas such as using downward-facing lights, motion sensors, switching off unnecessary lights and creating darker areas for wildlife. They could present their ideas through drawings, posters or by making a simple model. Wild Things at School could also be used to help the children explore some of the wildlife in our school environment and consider how artificial light might affect nocturnal species.
I would also use ESERO Ireland resources to develop the children’s understanding of the night sky. Stellarium could be used on the interactive whiteboard to explore stars and constellations and show the children what a darker night sky can reveal. We could also look at Globe at Night, which would introduce the children to the idea of citizen science and how people around the world can help to measure light pollution by observing the night sky.
Through this activity, I would want the children to understand that we still need lighting for safety, but that we can think carefully about how, where and when we use it. I would hope they would develop a greater awareness of how reducing unnecessary light can benefit nocturnal animals, support biodiversity and allow us to enjoy the night sky more clearly. Most importantly, I would like them to see that small changes within their own school and homes can make a positive difference.
I really like how you have linked the activity to something the children can actually see in their local environment, especially the swallows gathering on the telephone wires before migration. Using binoculars and the Merlin Bird app would make the learning very hands-on and engaging for 3rd class. I also like the investigation into how our eyes adjust to darkness, as it gives the children a practical way of exploring the importance of dark skies. Keeping the same route and changing only one thing each time is also a great introduction to carrying out a fair investigation. It would be interesting to hear what the children notice and whether the activity makes them more aware of artificial light around their own homes.
really like the idea of making the children Biodiversity Detectives. It would make the activity very engaging and give them a real purpose when exploring their local environment. I also think comparing pupils’ experiences of living in rural areas, on farms and in towns would lead to some really interesting discussions about the amount of artificial light they notice at night. The idea of asking the children to design their own wildlife-friendly lighting solution is a great way of bringing STEM into the activity too. It encourages them not only to identify the problem but also to think of practical solutions. I particularly like that the activity finishes with something the children could actually change within their own school, as this would help them see that even small actions can have a positive impact on local biodiversity.
I would choose to explore biodiversity and the impact of light pollution in our local area with my class. I think this would be an interesting topic for children as it gives them the opportunity to investigate what is happening around them and think about how our actions can affect local wildlife.
I would begin by taking the children on a biodiversity walk around the school grounds and nearby area. We could look for different plants, insects, birds and signs of other animals and record what we find using photographs, drawings or a simple checklist. We could also discuss animals that we might not see during the school day, such as bats, moths and owls, and talk about why these animals are more active at night.
I would then introduce the idea of light pollution by looking at photographs of brightly lit towns and darker countryside areas. We could identify sources of artificial light, such as streetlights, houses, shops and cars. I would encourage the children to think about how this light might affect nocturnal animals. For example, we could discuss how moths are attracted to artificial lights and how bright lighting may affect bats when they are feeding and moving around at night.
As a follow-up, the children could identify sources of artificial light around the school and suggest simple ways of reducing unnecessary lighting.
Through this activity, I would want the children to develop a better understanding of biodiversity and recognise that our local area is home to many different plants and animals. I would also want them to understand that some animals depend on darkness to feed, move around and survive. Most importantly, I would hope they would begin to see that our everyday actions can have an impact on wildlife and that small changes can make a difference. I would like the children to become more aware of their local environment and develop a sense of responsibility for protecting it.
I really enjoyed reading your post. I particularly liked the personal comparison between the night sky where you live now and the clearer skies you remember from growing up in the countryside. I think using the children’s own photographs is a lovely idea, as it makes the activity personal and meaningful to them. Comparing the photographs in class would encourage lots of discussion and help Junior Infants begin to understand how artificial light can affect what we see in the night sky.
I really enjoyed reading your post. I particularly liked how you have linked light pollution to the local GAA pitch, as this is somewhere the children already know and can easily relate to. Comparing photographs from the village with darker countryside areas is also a lovely visual way of helping Junior Infants understand the concept. I especially like the idea of involving the Junior Tidy Towns Committee and potentially sharing the children’s suggestions with the local community. It gives the activity a real purpose and shows the children that even at a young age their ideas can contribute to looking after their local environment.
Before completing this module, I had a basic understanding of light pollution, but I mainly associated it with the bright lights of large towns and cities. I understood that it made it more difficult to see stars, but I had never really considered the different sources of light pollution, how it is increasing or the wider impact it can have on our environment. Living in a rural area, I have always taken for granted that on a clear night we can look outside and see a large number of stars. After learning more about light pollution, I have started to look at my own surroundings differently and notice how artificial lighting is gradually changing the night environment.
There are now many more sources of artificial light in rural areas than I would previously have considered. Streetlights, security lights around homes and businesses, farmyard lighting, floodlights at sports grounds and lighting associated with new buildings and developments all contribute. I have particularly noticed how bright some of the newer outdoor and security lights are. One strong light can illuminate a very large area, often much more than is actually needed. There are also many lights that remain on throughout the night, even when nobody is using the area. Before completing this module, I would probably have viewed this simply as providing security or visibility. I now find myself considering where that light is going and whether it is necessary.
I can also see a noticeable difference when comparing the night sky in a very dark rural location with areas closer to larger towns. In the countryside, on a clear night, individual stars and groups of stars can be very obvious. As you travel towards a more built-up area, there can be a glow in the sky from some distance away. The sky does not appear as dark and many of the fainter stars seem to disappear. I had noticed this difference before but had never really thought about why it happened or considered it to be a form of pollution.
Something else that has increased my awareness is thinking about how our local area may have changed over time. There are more houses, businesses and facilities than there were in the past, and many now have outdoor lighting. Individually, each light may not seem significant, but together they can have a much greater impact. This made me realise that light pollution can develop gradually and we may not notice how much our night sky has changed because we become accustomed to increased lighting.
The impact on wildlife was another area that I had not considered in any great detail before. Living in a rural area, we regularly see bats, moths and other wildlife that are active during the evening and at night. I now have a greater understanding of how important natural darkness is for nocturnal animals and insects. Artificial lighting can change their normal environment and potentially interfere with behaviours such as feeding, movement and resting. This has made me think differently about leaving outdoor lights on for long periods.
I have also become more aware of the connection between light pollution and unnecessary energy use. If lights are illuminating empty buildings, roads, yards or gardens throughout the night, energy is being used when it may not be needed. I had previously thought about switching lights off mainly in terms of reducing electricity costs, but I now see that it also has an environmental benefit.
Overall, this module has definitely changed my understanding of light pollution. I previously thought that it was mainly an urban issue and that living in the countryside meant we were largely unaffected. I now realise that rural communities can also contribute to and experience light pollution. It has made me more observant of the lighting around me and more appreciative of the dark skies we still have. Most importantly, it has made me realise that if artificial lighting continues to increase without consideration of how and where it is used, the clear night skies we currently take for granted could gradually become much more difficult to experience.
I really enjoyed reading your post. I particularly like the idea of making Moon observation a regular part of classroom learning rather than a once-off activity. The Moon diary is a lovely way for children to see changes over time and develop their observation and recording skills. I also like how you have included different group roles and alternatives to technology, making the activity accessible to everyone. Comparing their own observations with Moon-phase charts or an astronomy app would also give the children a real sense of being young astronomers.
I really enjoyed reading your post. I particularly liked the idea of comparing the night sky in Galway with Spiddal, as this gives the children a simple and meaningful introduction to light pollution. Using Stellarium to become “Bleachtairí Réalta” sounds very engaging for Rang 1 and makes exploring the night sky fun and interactive. I also really like the idea of the constellation cards, especially bringing them home and involving parents in trying to find the patterns in the real night sky. This is a lovely way of extending the learning beyond the classroom.
For this activity, I would use the Framework for Inquiry to investigate how craters are formed on the surface of the Moon. I think this would work particularly well with Second Class as it is practical, visual and hands-on. At this age, the children really enjoy carrying out experiments for themselves, making predictions and seeing whether their ideas are correct.
I would begin by showing the children photographs of the Moon and asking them what they notice about its surface. We would discuss the different marks and craters and I would encourage the children to share their ideas about how they think these were formed. We could record some of their predictions before beginning our investigation.
The children would work in small groups using a tray of flour with a thin layer of cocoa powder on top to represent the surface of the Moon. Different sized balls could represent meteoroids. Before dropping each ball, the children would predict what might happen. They could then investigate whether changing the size of the ball or the height it is dropped from changes the size of the crater. We could measure the craters using rulers and record the results through drawings, simple tables and photographs on the iPad.
I think the children would particularly enjoy the excitement of dropping the different objects and comparing the craters they create. They would also enjoy working together and having different roles within their group, such as dropping, measuring, photographing and recording. This would make the investigation accessible to children with different strengths and abilities.
Through the activity, the children would learn about the surface of the Moon and how craters are formed, while also developing important skills such as predicting, observing, measuring, comparing and recording. They would learn that changing one part of an investigation can affect the result. It would also encourage communication, teamwork, curiosity and problem-solving.
As a follow-up activity, the children could research some interesting facts about the Moon and create their own labelled picture or model of its surface. We could also look at images of well-known lunar craters and compare these with the craters we created. I feel this activity follows the Framework for Inquiry very well because the children are actively involved in questioning, predicting, investigating and discussing their findings, making the learning both meaningful and enjoyable.I really enjoyed reading your ideas for this activity. I particularly liked the idea of drawing around a partner’s shadow, as I think the children would find this really engaging and memorable. Getting them to make predictions before returning outside is also a great way to encourage curiosity and discussion. I also like your idea of repeating the activity throughout the year, as comparing the shadows across the different seasons would extend the learning and help the children make connections with changes they see in their everyday environment.
I really enjoyed reading your post. I particularly liked how you linked the sundial activity to the weather board already being developed in your school, as this makes the learning very meaningful for the children. I also agree with your point that STEM does not have to rely heavily on technology. Using simple materials, teamwork and problem-solving can provide children with valuable STEM experiences. Your ideas for differentiating the activity are also a great way of ensuring that all pupils can participate at their own level.
After reading Liston (2018), what stood out to me was the idea that STEM should go beyond teaching Science, Technology, Engineering and Maths as separate subjects. The article highlights the importance of making connections between these areas through practical and inquiry-based learning. This influenced my choice of activity, as observing the sun allows Second Class children to explore something familiar from their everyday lives while predicting, measuring, recording and discussing their findings.
I would bring the children outside at different times during the school day to observe and record the position of the sun. The equipment needed would include pencils, simple recording sheets, iPads, chalk, a metre stick and measuring tapes. We would choose the same observation point in the school grounds each time.
We would place the metre stick in position and use chalk to mark the end of its shadow. Before each observation, the children would predict whether the shadow would be longer, shorter or in a different position. They could then measure the shadow, draw what they observe and take photographs using the iPad. We could compare our observations from the morning, lunchtime and afternoon.
As a follow-up activity, we could repeat the investigation on another day and compare our results. The children could create a simple graph showing the different shadow lengths or use their observations to make a basic sundial. We could also use a globe and torch to demonstrate day and night.
I feel this activity reflects Liston’s view of STEM as connected, active learning while developing curiosity, observation, prediction, measuring, recording, discussion and teamwork skills in an enjoyable way.