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Light pollution is the excessive or unnecessary use of artificial light and is something that is becoming more noticeable in local areas. In my area, street lighting, security lights and lighting from houses and businesses can make it difficult to see the night sky clearly. This means that fewer stars are visible and it can also affect wildlife that depends on natural periods of darkness, particularly birds, insects and nocturnal animals. I would explore this with my class by starting with a discussion about what they can see in the night sky from their homes and whether they think the amount of light around them makes a difference. We could then carry out a simple light pollution survey around the school, recording where artificial lights are located and which areas are particularly bright. We could compare our findings with photographs or maps showing areas with darker skies. I think this would make the children more aware of something they probably don’t normally think about and would encourage them to consider how small changes, such as reducing unnecessary lighting, could benefit both people and wildlife.
I really like this idea, especially the ‘Planet Spotter’ sheet for home and I think the children would really enjoy it!
Observing the moon could be a really exciting and memorable experience for students, as many are surprised to discover that the moon is often visible during the day as well as at night. I would follow the ESERO 62 Observing the Moon lesson plan, beginning with the Trigger and Starter Question to spark curiosity, followed by the children’s own predictions. We could also watch the short video Paxi and Our Moon – Phases and Eclipses to introduce the key ideas. After that, students could model moon phases themselves using a simple ball and light source. Using the “Where is the Moon?” tool on timeanddate.com, we would check the moon’s current phase before heading outside to observe it directly. The waning crescent moon is often the best for morning observations, as the moon remains visible well after sunrise. To extend learning, the class could track the phases over a month, recording them in a Moon Observation Log with sketches or photographs.
This is a great idea and I love how hands-on it is. I can see the younger classes really enjoying this.
I would like to create a sundial on our school grounds and I think the school garden would be the best location. This area receives plenty of direct sunlight, is open and accessible, and already encourages exploration and hands-on learning. A sundial here would link perfectly with lessons on shadow, time, and the movement of the sun. To begin, a stick could be placed firmly in the ground in a sunny spot, and students could mark its shadow at regular hourly intervals. Over the course of the day, they would notice how the shadow shifts and connect this to the way we measure time. Older students could take on the responsibility of constructing the sundial in a more permanent way, and then present their work to younger classes, encouraging peer teaching. Alongside the sundial, the school could also set up a small weather station, creating a space full of outdoor science learning opportunities.
I would base an art project on the different types of trees in the woods near our school. I think this would be a good way of getting the children outside and encouraging them to really look at what is around them. We could take photographs and collect some fallen leaves, while also looking closely at the shape of the trees, their leaves and the patterns on the bark. Once back in the classroom, the children could work in groups to research and identify some of the trees they found. Each child could then choose one tree and create an observational drawing or painting in detail, showing its shape, leaves and bark. They could also make a bark rubbing using paper and crayons and include this in their artwork. Beside their finished piece, they could add the name of the tree and a few interesting facts. We could put all the work together to create a display for the wider school community to view. I think this would be a nice way to combine outdoor learning, research and art while helping the children become more familiar with the natural environment in our local area.
This is a lovely idea and I think the whole school exhibition would be a great way for the children to share their learning.
This is a fantastic lesson idea, I love it! It’s so hands-on and the children would gain so much from it.
I think this would work really well as a hands-on STEM challenge. I would begin by showing the children a picture or video of the suspension bridge in Birr Castle Demesne and discussing what makes a bridge strong and why different types of bridges are designed in different ways. I would then set the challenge of designing and building their own bridge using a selection of materials such as lollipop sticks, paper, string, cardboard, spaghetti, marshmallows etc. I would encourage the children to work in small groups, draw a plan first and then test and improve their designs. I would also introduce some friendly competition, such as seeing which bridge can hold the most weight or span the greatest distance. Maths could be included throughout the challenge by measuring the length and height of the bridges, comparing distances and calculating how much material is needed. The children could also work with 2D shapes, symmetry, estimation, data and simple problem-solving. This would allow the Maths to have a real purpose within the STEM activity.
Hi Orla, I really like the idea of making the biodiversity project something that continues throughout the school year. The checklists and mapping activities would be a great way to get the children outside and involved and I think adding a bit of friendly competition would make it even more engaging.
I plan to register my school with the All-Ireland Pollinator Plan when I return to school in September. As I am already part of the gardening committee, I think this would fit really well with the work we are already doing. We could start by looking at our school grounds and identifying areas that could be improved for pollinators. I would like to find a suitable area to create a small wildflower garden and plant some pollinator-friendly seeds, bulbs or trees with the gardening committee. Another idea I found on the Pollinator Plan website was leaving a small area of bare soil for solitary bees to nest. We could also look at making a school bee hotel. I would like to involve the children in planting, observing and recording the insects they find. We could also explore inviting someone from An Taisce to work with the children on biodiversity. I think this would tie in really well with our Green-Schools work and give the children a practical way to learn about biodiversity and protecting pollinators.
I would use the Curious Minds framework to support an inquiry-based approach throughout this lesson. I would begin by asking the children about places they know well and how they would explain the route to someone visiting for the first time. This would encourage discussion and help me build on their prior knowledge before introducing maps. Next, I would use Google Maps to explore the local area, giving the children an opportunity to identify familiar landmarks such as the school, nearby roads and other local features. I think seeing a real map first would help them understand how maps represent places and give them ideas for creating their own. The children would then work in small groups to create a map of a familiar area, such as the school, classroom or playground. I would encourage them to decide on their own symbols and key, discussing which features are important to include. Throughout the activity, I would use questioning to prompt them to explain their thinking and consider how someone else might use their map. To finish the lesson, each group could share their map with the class and explain the choices they made. I think this approach would encourage collaboration, creativity and problem-solving while allowing children to develop their understanding of maps through exploration and discussion.
I agree with you about the Curious Minds website. I also found the ESERO website really useful and can definitely see myself using both in the future.
After reading Liston (2018), I realised that many of the ideas discussed are already part of my teaching practice. I try to make learning as hands-on and practical as possible because I find that children are much more engaged when they are actively involved. We use the Explore with Me programme as a guide, but I also like to plan my own lessons and activities where I can to meet the needs and interests of my class. My class has taken part in the STEPS Young Engineers programme for the last few years, and the children have really enjoyed it. They especially like designing, building and testing different models, and it naturally encourages problem-solving, teamwork and creativity. I also try to use an inquiry-based approach where children ask questions, investigate ideas and learn through trial and error rather than always being given the answers. Reading Liston (2018) made me think more about how STEM is not just about teaching science, technology, engineering and maths as separate subjects. Instead, it is about helping children make connections across these areas through meaningful learning experiences. While I think I already do this to some extent, I would like to be more intentional when planning lessons so that the links between the different STEM subjects are clearer. Overall, the paper reinforced the importance of providing engaging, real-world learning opportunities that encourage curiosity, creativity and critical thinking.