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Hi Cliona, I love how you’ve blended science with art and folklore — such a creative way to connect pupils to the night sky!
Songs/Poems/Art connected to the night sky.
I like the idea of using songs, poems and artwork to engage the children’s interest. Here are some examples I’ve come up with:
Songs/Music:
Vincent by Don McLean
Space Oddity – David Bowie (and Chris Hadfield version on ISS)
Rocket Man – Elton John
Galaxies – Owl City
Starman – David Bowie
The Big Sky – Kate Bush
A Sky full of Stars – Coldplay
Midnight Sky – Miley Cyrus
When you wish upon a star
Fly me to the moon – Frank Sinatra
Artwork:
Starry Night – Vincent Van Gogh
Starry Night over the Rhone – Vincent Van Gogh
Starry Night – Georgia O’Keeffe
The Starry Night – Edvard Munch (Might be a nice idea to compare all the Starry Night paintings)
Boulevard Montmartre – Camille Pissarro
Nocturne in Black and Gold – James McNeill Whistler
The Meteor of 1860 – Frederic Edwin Church
Poems/Rhymes: (Many available on Kids Poetry Club and Youtube)
Twinkle Twinkle Little Star
The Moon by Robert Louis Stevenson
Silver by Walter de la Mare
Stars by Sara Teasdale
The Night Sky by Val HarrisHi Seán, I love the mix of practical steps and fun activities you suggest, especially the echolocation games. Such a great way to help students connect with nocturnal animals!
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into school biodiversity plans?
To begin, I would ask the children to name some Irish nocturnal animals and discuss their behaviours and roles within local ecosystems. This could lead to small group research projects on species such as bats, owls or hedgehogs, with a focus on how they rely on dark skies for survival. We would then consider the impact of light pollution, both globally and locally, and a light pollution survey of the school grounds could help pupils see the issue first-hand. To make the learning more engaging, we might identify nocturnal species that live around the school, perhaps even using trail cameras to capture their activity. The class could then discuss practical measures to support these animals, such as ensuring outdoor lights are turned off after certain times or creating sheltered spaces. Finally, students could design a biodiversity map of the school grounds, highlighting areas that already support nocturnal life and suggesting improvements.
Hi Derbhla, I love this idea. The star count at home is such a fun way to get families involved, and I think the posters and videos would really help spread awareness.
Light pollution is the excessive use of artificial light, whether it is too much brightness, light directed upwards into the sky or lighting used at unnecessary times. In the course of human history this is a relatively recent phenomenon and a direct result of the rapid technological advances of the last century. The difference between the 1997 and 2015 maps of Ireland clearly shows how quickly light pollution has become a growing issue. Its effects extend beyond human health and well-being to the wider natural world. For example, the migratory patterns of birds and the behaviours of nocturnal animals have been disrupted by the presence of artificial light at night. One important response has been the establishment of Dark Sky reserves which highlight the importance of darkness and aim to protect the beauty of the night sky. Raising children’s awareness is vital and conducting a simple light pollution survey of the school grounds could be an engaging and practical way to explore this often-overlooked form of pollution. Ultimately, light pollution highlights the challenge of balancing human progress with the preservation of ecosystems and natural rhythms.
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
Observing the moon can 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 gibbous and third quarter moon is often the best for morning observations, as the moon remains visible well after sunrise. In Sept 2025 this would be between 13th to 16th. To extend learning, the class could track the phases over a month, recording them in a Moon Observation Log with sketches or photographs.
Dr. Liston’s paper, Unravelling STEM: Beyond the acronym Science, Technology , Engineering and Mathematics, looks to emphasise integrated real world learning over isolated subjects. She highlights benefits such as critical thinking, problem solving, ethics, collaboration and technological literacy. She maintains that authentic lessons should connect science, technology, engineering and maths to meaningful applications that prepare students for the future.
Construct a sundial in your immediate area or plan for your school grounds to see where a sundial could be placed
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.
Hi Patricia, that’s such a brilliant and relatable question! I love how it ties in the children’s own families and memories of summers.
Research Question: How has the green space around our school changed over the past 10 years?
To investigate this research question for the Climate Detectives project, the children could use EO Browser or Google Earth to look at satellite pictures of the school from different years and see how things have changed. They might also ask parents or grandparents if they have old photos or memories of what the school grounds used to look like. Working together, the class could spot areas where grass, trees, or playing fields have been added or taken away, maybe because of new buildings, extra car parks, or other changes. They could keep track of their discoveries by drawing on maps, saving screenshots, or taking photos of the school grounds as they are today. Afterwards, we would talk about what we’ve found and decide if the green space has grown, shrunk, or stayed about the same. Finally, the children could come up with ideas to protect or improve our green areas, like planting trees or making pollinator-friendly spaces.Hi Cliodhna, I completely agree that the EO Browser is such a useful tool. Starting with the local area is a great idea and I think pupils would really enjoy comparing images over time and spotting real changes for themselves.
I used the Satellite Tracker App which I really enjoyed exploring and can see how the children would love looking at satellites passing overhead. It was so interesting to see the different satellites and their uses.
ISS – International Space Station. This was the one I was most familiar with beforehand and have often gone outside to watch it pass overhead when visible. It orbits the earth every 90 minutes.
Starlink – Created by Space X, there are now thousands of these in orbit. They travel in lines, sometimes looking like a “train of lights” in the night sky. Its main purpose is to provide high speed internet access anywhere in the world.
Genesis II – This is a now retired experimental space habitat designed by a private American firm, Bigelow Aerospace. It was retired when its avionics system stopped working and continues to orbit the earth.
SKYMED 1 – This an earth observation satellite radar system funded by the Italian Ministry of Research and Ministry of Defense and conducted by the Italian Space Agency. It takes detailed pictures of earth and has many uses, such as monitoring natural disasters, environmental observation, supporting planning and defense needs.
Envisat – This is a large earth observing satellite, operated by the European Space Agency, and is one of the most powerful environmental satellites ever built. In 2012 ESA lost contact with it and it now orbits the earth as space debris.Hi Eve, I agree that while this video is very important, it can be quite difficult for children to watch. I think some of the other videos that focus more on positive actions would be really helpful. I also love your activity ideas as they give the children a sense that they can make a difference, as well as build their understanding of climate change.