[Sarah Griffin]

That’s a great idea about the northern lights. Many children were lucky enough to see them and comparing photos taken in various parts of the county would be so interesting.

[Sarah Griffin]

I like the idea of using the moon observation chart too. The children would love to complete this as a class and watch the changes recorded over the month.

[Sarah Griffin]

I would choose a lesson to observe the moon:

Best Phase for Observation: I would plan to schedule the lesson around the Last quarter phase, which is ideal for morning observation. In September 2024, this phase can be observed in late September around the 24th. I would observe from the 22rd-27th.
Introduction: I would use the ESERO 62 resource to provide an interactive introduction to the relationship between the moon, sun and earth, sparking the students’ curiosity.
Video: I would also show the video “Paxi and Our Moon: Phases and Eclipses” to make the learning experience engaging and visually stimulating.
Observation Activity: I would guide the students outside to observe the moon, encouraging them to sketch what they see and discuss how the moon changes and why it is visible in the morning.
Moon Observation Log: After the lesson, I would have the children complete a moon observation log. This will help consolidate their learning about the different phases of the moon.
Discussion: I would engage the students in a discussion about their observations, reinforcing the concepts of the moon’s phases and its visibility patterns.

[Sarah Griffin]

I agree Patrick. This lesson has huge scope for cross curricular linkage. I think it is important that the children are given time to discuss appropriate materials and a suitable location. This allows time for collaboration and critical thinking. These skills are also transferable to different subjects.

[Sarah Griffin]

I would be interested in designing and installing a sundial in our school environment for all class levels to engage with.  I would start by teaching my class about the history and science of sundials, explaining how they use the sun’s position to tell time. I would show examples of different sundials from around the world.

Next, I would involve the students in a discussion about where to place the sundial, considering factors like sunlight and shadows. I would take them outside to observe the sun’s movement and shadows at different times of the day and would encourage them to choose a location that is accessible for all students.

Then, I would divide the class into small groups and assign tasks such as designing, measuring, and constructing the sundial. I would link this with the art curriculum by encouraging creativity in decorating it.

On installation day, we could have a celebration where students test the sundial and compare its time-telling accuracy with their watches or classroom clock.

Finally, I would incorporate a reflective session where students share what they learned about time, the sun, and the Earth’s rotation. This could be done using a KWL chart or a reflective model such as the SWOT analysis.

[Author]

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