[Shannon Wilson]

Hi Eve,

Thanks for sharing such a thoughtful idea for designing a Dark Sky place. I really like how you have identified this as a creative way to bring together science, art, sustainability and environmental awareness.

Beginning with photographs of Dark Sky places would be a lovely visual prompt and would help pupils compare darker areas with places affected by artificial lighting. Discussing why dark skies matter for people, wildlife and the wider environment would also give the design task a clear purpose.

I really like the group design element. Asking pupils to label and explain their choices would encourage reasoning, teamwork and communication. To extend this further, pupils could include a simple lighting plan showing where lights would be needed and where darkness should be protected.

Thanks for sharing, and hope you enjoyed the course.

[Shannon Wilson]

Hi Caoimhe,

Welcome to the course. Thanks for sharing such a lovely approach to observing the Moon with First Class. I really like that you would begin with images of the Moon and ask pupils what they notice, as this encourages careful observation and discussion from the start. Using a KWL chart is also a great way to gather prior knowledge and return to the children’s learning at the end of the lesson.

The home observation task is a lovely way to involve families and connect classroom learning with the real night sky. To strengthen this further, pupils could record the date, weather and what time they saw the Moon alongside their drawing.

Thanks for sharing and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Marie,

Welcome to the course. I really like how you would begin by bringing pupils outside to observe the position of the Sun and measure the length and direction of shadows at different times of the day. Asking pupils to work in groups to record their observations would support collaboration, discussion and careful data collection. It would also help them notice patterns before exploring why shadows change due to the Earth’s rotation.

The design and construction of their own sundials adds a strong engineering element, as pupils would need to consider materials, placement, testing and accuracy. I also like the idea of identifying the best location for a permanent sundial on the school grounds. This would make the learning meaningful and connected to their own environment.

Thanks for sharing and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Sharon,

Welcome to the course. Thanks for sharing your thoughts on the gravity and planet tube activity. You have identified some lovely strengths here, especially how the activity encourages pupils to predict, test, observe and discuss their findings. Working in small groups would also support collaboration and help pupils learn from one another.

Just a small note: it looks like some of your posts and replies may have been posted as separate topics rather than as responses within the existing forum threads. Could you copy and paste your responses into the relevant moderator topics so they are easier to track?

Also, don’t forget to include your reflection on Liston’s paper and what STEM education looks like in your own classroom to fully complete the assignment.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Jacqui,

Thank you for sharing your response.

You have included a really interesting range of satellites, and it is clear that you got a lot out of the activity. As you highlighted, this would make a very engaging classroom activity, as pupils could track satellites in real time and then investigate what each satellite is doing. This would help build both their digital literacy and investigative skills. I also like your point about how space technology connects to everyday life, from weather forecasts to monitoring environmental change. This makes the activity even more meaningful for pupils.

Just a small technical note: some formatting code seems to have pasted into your post. Using “paste as plain text” or clearing the formatting before posting can help avoid those extra characters appearing.

I hope you enjoy the rest of the modules. Just a reminder to return and comment on someone else’s post in each forum, as this will help complete the course.

[Shannon Wilson]

Hi Marie-Therese,

This sounds like a lovely creative project rooted in local natural heritage. Scohaboy Bog would provide such a rich stimulus for pupils to explore plants, animals, habitats and the importance of bogs in the local environment.

There are also some fantastic contemporary Irish artists making work about bogs that could be really interesting to explore as part of this project. For example, Siobhán McDonald’s Library of Lost Smells explores the scents of bogland, which could inspire pupils to carry out a sensory exploration during their visit. This would encourage them to slow down and notice the textures, colours, sounds, smells and living things around them.

The creative writing element is also very engaging. Writing from the viewpoint of a bog plant or animal would help pupils develop empathy for the natural world, while also reinforcing their learning about habitats. You could also link this with STEM by exploring why bogs store carbon, support biodiversity and help manage water in the landscape.

I hope you enjoyed the course.

[Shannon Wilson]

Hi Sinead,

That sounds like a really practical and well-planned approach to supporting pollinators in your school. It is great that you have already registered your own garden, as this will give you confidence using the Actions for Pollinators website before introducing it to pupils in September.

I really like the idea of connecting the school account with the Green Schools Team, as this gives pupils real ownership and responsibility. Your ideas for improving the neglected wildflower area and introducing a no-mow schedule are great also. The unused mown area sounds like it could become a valuable habitat for pollinators. Signage, pollinator-friendly pots and advice from a local garden centre would all help involve the wider school community and build upon important skills for the students too.

Best of luck with it, and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Una,

Welcome to the course and thanks for sharing your approach to investigating light pollution in your local area. The Navan Road area is a great place to explore, and I really like your idea of asking children to record different types of artificial lighting, and then map these using symbols. This would create strong links with geography, maths, design, art and data handling, especially when pupils turn their findings into bar charts or grids.

Your discussion around balancing safety with protecting biodiversity and the night sky is also very important. To extend this further, pupils could design recommendations for the local area based off their research, and turn them into pitches for local council bodies which would strengthen their presentation and communication skills.

Thanks for sharing and hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Katie,

Thanks for sharing such a lovely, child-centred approach to exploring the One Year on Earth activity with a junior class. The senses walk in the park sounds especially engaging, as it would allow children to notice seasonal changes through direct experience while also building on their communication skills as they explore and describe to each other.

I also really like the idea of using taste, picture books and songs to support learning, as well as all your other cross-curricular suggestions! Creating a changing seasonal display with children’s photographs and observations would be a lovely way to document learning over time and help pupils see patterns across the year.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Dearbhail,
Welcome to the course.
Thanks for sharing such an engaging and creative approach to the sundial activity! I really like your approach, as involving so many imaginative prompts and questions will be sure to have the students really invested.
Even how you introduce the sundial – from under a box – initiates a sense of mystery and curiosity from the outset. There’s also a lot of active learning going on there getting the pupils to explore the relationship between the Sun, shadows and time including prediction, discussion, diary writing and reflection prompts. This creates strong links across science, history, literacy and outdoor learning. Reading The Sun Thief at the end would add a nice storytelling element too.
Hope you enjoy the rest of the modules.

• This reply was modified 1 month ago by Shannon Wilson.
• This reply was modified 1 month ago by Shannon Wilson.

[Shannon Wilson]

Hi Shauna,

Welcome to the course, and thanks for sharing your reflections.

It’s great to hear that you feel encouraged after reading Liston’s paper. As you point out, beginning with your students’ own experiences will help keep them motivated and interested in the lesson. Another great idea is to use what’s happening in your day to day school life, for example using a rainy day to explore materials that absorb and repel water.

Your reflection on the activities also shows how intergrated the investigations can be with other curricula such as languages, while also helping the students to build on important skills such as teamwork and curiosity.

I hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Patrick,

Thank you for sharing your research question. Your investigation brings together science, maths and technology in a very meaningful way, while also encouraging collaboration and discussion. I really like how it focuses on the school environment and allows pupils to gather real data from surfaces they encounter every day. It would help pupils see clearly how different materials absorb and retain heat, making the idea of climate impact feel local and tangible.

The follow on conversation about planting trees or increasing green spaces is a particularly strong link to the Engineering Design Process as pupils could even use their findings to design a practical solution for cooling part of the school grounds, such as adding shade, planting or creating a greener play area.

I hope you enjoyed the course.

[Shannon Wilson]

Hi Orla,

Welcome to the course.

I really like your idea of using specific clips coupled with the learning outcomes you want to focus on with your class, which should make the footage really practically useful. I also love your suggestion of using child-friendly stories such as The Lorax alongside the Paxi videos. From my own experience it’s a great way to combine cross-curricular exploration while also capturing the students’ curiosity and imagination.

Your focus on child-led, enquiry-based learning and your points about emphasising empowerment rather than anxiety are equally important.

Thanks for sharing, and I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Diarmaid,

Bull Island is a fantasticly rich focus for a Climate Detectives project, as it gives pupils the opportunity to investigate a real nature reserve close to them. I really like how you would begin with field trips, binoculars and iPads, allowing pupils to observe the flora and fauna directly before shaping the research question together. This gives the children ownership and helps ensure the investigation is led by their own curiosity – building on all those important skills the new curriculum encourages.

Using EO Browser to compare water levels over time would also bring in a strong STEM element, as pupils would be working with real data and satellite imagery. I also love your idea to encourage the pupils to share the findings with the school community as well as reaching out to local authorities and action groups. It would give the project a meaningful audience and encourage positive local action.

Hope you enjoyed the course.

[Shannon Wilson]

Hi Freda,

Thank you for sharing your research question. The River Barrow is a very meaningful local focus, and I like how you would begin by eliciting pupils’ prior knowledge through a KWL chart before moving into investigation.

You have suggested a strong range of research methods. These would give pupils a real sense of working as Climate Detectives and using evidence from different sources.

One way to strengthen the climate link further might be to explore how heavier rainfall or flooding can increase run-off from farms, roads and urban areas into rivers, affecting water quality and habitats. Pupils could also investigate how pollution impacts biodiversity in and around the river.

I really like your final focus on practical strategies, as this helps pupils move from investigation to meaningful local action.

Hope you enjoyed the course!

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