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Light pollution is noticeable in and around Knocklyon, especially from street lighting, nearby housing estates, cars, and the glow from Dublin city in the distance. Even though these lights help with safety and visibility, they also mean that the night sky is much harder to see clearly. For many pupils in 4th class, the idea of a truly dark sky can be surprising, as they may not have had the chance to see many stars or the Milky Way. This makes light pollution a very relevant and engaging topic for them to explore.
In my classroom, I would begin by linking the topic to the children’s own experiences. I would ask them to observe the night sky from their homes in Knocklyon or nearby areas and record what they can see, such as the Moon, bright planets, or visible stars. We would then compare results and discuss why some nights or locations show more stars than others.
I would introduce the idea of light pollution using simple visuals and comparisons between bright urban skies and darker rural skies. We could also carry out a “light audit” around the school, identifying areas where lights may be too bright or unnecessary.
As part of a citizen science approach, I would engage the class in the “Globe at Night” programme, allowing them to submit real observations and contribute to global data. This would help them understand that their local environment in Knocklyon is part of a much bigger scientific picture.
Finally, pupils could work in groups to design posters or short presentations encouraging the school community to reduce light pollution by turning off unnecessary lights and using more environmentally friendly lighting.
Hi Aisling,
That sounds like a brilliant idea that I might adopt for my class in September. I have never heard of that platform but I am sure it will be so interesting and a diverse learning experience for the children. Thanks for sharing.
I would choose to plan a morning Moon observation with my class, as it provides an authentic opportunity for children to develop observation, recording and inquiry skills. The best phases for morning observations from school are the waning gibbous, last (third) quarter, and waning crescent phases, as the Moon is still visible after sunrise. Before our observation, I would ask the children to predict what they think the Moon will look like and whether they expect to see it during the day. We would then observe the Moon from the school grounds, using simple observation sheets to sketch its appearance, note the date, time and weather conditions, and record its position in the sky.
Following the observation, we would compare our drawings, discuss why the Moon changes shape throughout the month, and introduce the concept of lunar phases using a globe, a lamp and a small ball to model the Sun-Earth-Moon system. Where possible, I would use Stellarium to show the Moon’s position on the day of our observation and compare it with what we observed in real life. This activity integrates Science through observation, Mathematics through recording dates and patterns, and Technology through the use of digital astronomy software. It also encourages children to ask questions, communicate their ideas and develop an understanding that scientific knowledge is built through careful observation and evidence.
Hi Aileen,
That sounds like a brilliant plan. I will definitely adopt some of these ideas into my teaching in September. Thanks for sharing.
After reading Liston (2018), I reflected on how STEM education should move beyond teaching Science, Technology, Engineering and Mathematics as separate subjects. Instead, STEM should encourage students to investigate authentic problems, collaborate, think critically and make connections between different areas of learning. In my classroom, I try to provide opportunities for inquiry-based learning where students ask questions, gather evidence and communicate their findings.
For this activity, I would engage students in observing and recording the position of the Sun at different times throughout the school day. Working in small groups, students would use a compass and simple measuring tools to record the Sun’s direction and the length of shadows cast by a fixed object in the school grounds. They would record their observations in a table, take photographs using tablets, and create graphs to identify patterns. We would compare our findings over several days and discuss why the Sun appears to move across the sky, introducing the concept of Earth’s rotation.
This activity integrates all aspects of STEM. Science is explored through investigating day and night and the movement of shadows. Technology is used through digital photography and recording observations. Engineering is incorporated as students design a method for measuring shadows consistently. Mathematics is applied when measuring, estimating, graphing and interpreting data. The activity also promotes teamwork, communication and problem-solving, reflecting Liston’s view that STEM education should be meaningful, interdisciplinary and connected to real-world experiences rather than simply teaching the four disciplines independently.
That sounds great John. It’s effective to explore something common and tangible that children can see and explore. I will definitely investigate waste in September with my class.
Climate Detectives – Our Big Question!
1. What is something we’ve noticed changing in our area?
We’ve seen more buildings and roads in our town—trees and green spaces are disappearing.2. Why do we think this is important?
Trees help keep the air clean and cool us down. If we lose too many trees, it could make our town hotter and affect animals and people.3. What tools or ideas can help us find out more?
We can use satellite pictures from EO Browser to look at our town from above. We can see what it looked like before and what it looks like now!4. What’s our big question?
How has our town changed in the last 10 years, and what has happened to the trees and temperature?Reflection – How will we get everyone excited to join?
To get the class involved, I would start with a fun story or video showing how satellites take pictures of Earth. Then we’d look at our town on EO Browser—students love spotting their school or their neighborhood from space! I’d ask them to be “climate detectives” and help solve a mystery: Where did the green go?We’d split into small groups, and each team would have a special job—like map readers, question askers, or nature spotters. We could also go outside and look for changes near our school to compare with what we see on the screen.
Finally, we’d create posters, stories, or videos to share what we found with parents or the school. This makes them feel proud of helping the planet and shows them their voices matter in protecting nature.
This all sounds great Marian. I must download the tracker app too and try it out with the children in September.
Number 2: Pitch on EO Browser
The EO Browser is a free, user-friendly web tool developed by the European Space Agency (ESA) that allows users to visualize, analyze, and download satellite imagery from multiple Earth observation missions like Sentinel, Landsat, and MODIS. Whether you’re tracking deforestation, monitoring urban growth, or observing climate change, EO Browser gives you real-time access to satellite data from anywhere in the world—no special software or advanced technical skills required.
Classroom Use:
In class, I’d use EO Browser to bring geography, environmental science, and data analysis to life. For example, students could explore changes in vegetation over time using NDVI (Normalized Difference Vegetation Index) or study the impact of natural disasters by comparing satellite images before and after an event. It’s a hands-on way to engage students with real-world issues using authentic data, encouraging critical thinking, scientific inquiry, and digital literacy in a practical, visual format.
Hi Colin,
Carbon footprint tracking is a great idea! I will definitely give this a try in September.
Thanks for sharing Rachel. I really like that idea of designing a dream world poster. I may use this idea with my class also.
The video HOME is a visually clear and powerful documentary that highlights the interconnectedness of Earth’s ecosystems and the impact human activity has had on the planet. Its aerial footage and message make it both informative and emotionally compelling, offering a global perspective on climate change, deforestation, water scarcity, and overconsumption. It’s a strong reminder of the urgency of environmental action and the need for sustainable living.
Other videos in the module, such as the Paxi explanation of greenhouse gases and the interactive tools, provide age-appropriate and engaging ways to break down complex topics. They complement HOME well by offering both the big picture and more focused, understandable science-based explanations.
For my pupils, I would introduce these climate change facts through a combination of visual media, class discussion, and hands-on projects. I would ask the children to record their thoughts on seesaw in a mini podcast review. Starting with visual storytelling helps capture interest, after which we could explore local data, sustainability challenges, and real-world actions they can take in their own communities.
Thanks for sharing Carmel. I agree the teal resource could definitely be more interactive for the children. It’s great for planning but not as practical.
Activity 3 provides a clear and engaging way to introduce students to the concept of greenhouse gases and their role in climate change. The Paxi video is particularly effective for younger audiences, as it uses animation and simple language to explain complex processes. For senior students, it could serve as a good recap or a springboard for deeper discussion. The interactive temperature prediction tool is a great visual way for pupils to explore the impact of different CO₂ emission scenarios on future global temperatures. It allows them to see immediate consequences of human action, making the learning experience both relevant and urgent.
In my class, I could integrate this activity during our science or geography lessons, pairing it with data collection from our school’s weather monitoring project. This would help students connect global climate issues with local data.
One improvement could be to include a downloadable worksheet that guides students in recording their predictions and findings. Many videos do this now.