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Sarah,
The Dúchas Folklore Commission is such a useful resource for schools. I will definitely make use of it in September.
Songs and rhymes:
Star Light, Star Bright
I See the Moon
Twinkle, Twinkle Little Star
Hey Diddle Diddle
The Moon Song from Over the Moon
Aiken Drum
Moon, Moon, Bright and White (fingerplay)
The Man in the Moon (nursery rhyme)
Eibhlín Ní Néill (traditional Irish lullaby)
Catch a Falling Star
Poems:
The Moon by Robert Louis Stevenson
Wynken, Blynken, and Nod by Eugene Field
Silver by Walter de la Mare
Stars by Sara Teasdale
Night by James Stephens
Full Moon by Robert Hayden
Clear Night by Charles Wright
Art ideas:
Night sky chalk drawings
Starry Night inspired painting
Constellation dot-to-dots
Moon phase collage
Spatter-paint star art
Star mobiles
Tin foil moon prints
Tissue paper nebula art
Glow-in-the-dark murals
Crayon resist moons
Paper plate moon masks
Puffy paint galaxies
Star maps with string
Shadow scenes with silhouettes
Incorporating the needs of nocturnal species into our school’s biodiversity plan:
We could make school life more wildlife-friendly by helping to protect natural darkness so nocturnal creatures—like bats, moths and marine invertebrates can thrive.
With the help of my class, I would check outdoor lighting at our school and switch to downward-facing warm LEDs if necessary. We could also add motion sensors to the building. This would keep things bright enough for safety but would cut down on excessive light at night that affects wildlife. It will also save energy. Small changes can make a big difference.
Also, we could explore night-friendly plants and habitats and plant in the school garden or pupils can be encouraged to plant at home accordingly. Flowers such as primrose attract moths and a bat box on the wall or on a tree would offer a roosting spot. I would use Bat Conservation Ireland’s website to explore more about bats. The pupils could be involved in designing and measuring the bat box.
In the classroom, we could connect lighting to coastal ecology. Pupils could research how light influences marine life behavior and food chains and could create posters or projects based on this.
Pupils could be encouraged to remind their parents about how they can help at home by pointing lights downward, by using timers, or by planting dark zones which can help protect wildlife like invertebrates and bats.
Mona- I would use playing cards with images of local species to play snap to help pupils with identification. There are some lovely images online.
I like the idea of using Stellarium for homework – I think this would encourage families to use Stellarium.
Alan – I really like your idea of the Light Pollution Network and presenting the idea to the local council. I believe this approach could have a real impact on light pollution.
Light Pollution:
Light pollution is becoming an increasing issue in our local area, a rapidly growing tourist town on the coast of Ireland. The town is now experiencing growing levels of artificial light due to new housing developments, expanding infrastructure, and increased visitor activity. These changes have led to a noticeable dimming of the night sky. Where the Milky Way was once visible to the naked eye, now only the brightest stars remain. This has implications not only for biodiversity—disrupting nocturnal wildlife in our woodlands and coastal areas—but also for human health and our connection to the natural world. To help pupils explore this issue, I would plan an integrated SESE and SPHE project. Pupils could investigate how local wildlife is affected by light pollution in the woodland and beach environments, using surveys, simple experiments and observation journals. They could interview residents and compile a photo diary of the town’s changing nightscape. I would also encourage engagement with maths through data collection and graphing local light levels, perhaps in collaboration with a geography strand unit on environmental awareness.By rooting the learning in their local community and environment, children can develop a deeper understanding of sustainability and stewardship, as well as gain valuable scientific and social inquiry skills.
I like the idea of tying the observation of the moon in with the daily mile – active learning at its best.
Observing the Moon – Morning Observation Plan (2025–2026, Ireland )
To engage my class in observing the Moon, I would plan an activity based on the waning crescent phase, which is best viewed in the early morning sky just before sunrise. Since we cannot meet before school, students will be encouraged to observe the Moon at home in the morning—either from a window, on their way to school, or during morning break if timing allows.
I decided to check ideal dates for observing the waning crescent Moon during the 2025–2026 school year and these include:
January 14–17, 2026
February 12–15, 2026
March 13–16, 2026
April 11–14, 2026Before these dates, we will explore the lunar cycle using Stellarium to help students understand moonrise times and what to expect visually. They will keep a simple Moon journal to draw and describe what they see. This activity builds observational skills and brings space science into their daily lives in a meaningful and accessible way. I would make sure to incorporate UDL into my lesson plan.
Observing the Moon – Morning Observation Plan (2025–2026, Ireland )
To engage my class in observing the Moon, I would plan an activity based on the waning crescent phase, which is best viewed in the early morning sky just before sunrise. Since we cannot meet before school, students will be encouraged to observe the Moon at home in the morning—either from a window, on their way to school, or during morning break if timing allows.
I decided to check ideal dates for observing the waning crescent Moon during the 2025–2026 school year and these include:
January 14–17, 2026
February 12–15, 2026
March 13–16, 2026
April 11–14, 2026Before these dates, we will explore the lunar cycle using Stellarium to help students understand moonrise times and what to expect visually. They will keep a simple Moon journal to draw and describe what they see. This activity builds observational skills and brings space science into their daily lives in a meaningful and accessible way. I would Make sure incorpate UDL into my lesson plan.
I really like the idea of the little Sun book. I think it would be very enjoyable for the pupils and therefore would be a great way of engaging the children and further their recording skills. I will consider using this idea in our school.
Assignment: Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed.
To construct a sundial, I would choose a flat, sunny location where shadows are visible throughout the day. An ideal spot would be a south-facing area with no trees or buildings casting shade. I would begin by placing a vertical stick (called a gnomon) securely in the ground.I would mark the tip of the shadow every hour using stones or chalk. Over time, these marks will represent the hours of the day. For more accuracy, I would start the project at noon using a compass to align the gnomon with true north. This project helps students understand how the Earth’s rotation causes shadows to move, acting as a natural clock. At our school, the open courtyard would be perfect as it is flat, sunny, and easily accessible for pupils.
