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Hi Niamh
I also work in a school in Dublin, light pollution is a significant issue. Using apps such as stellarium would really highlight to them the impacts of light and the city on the night sky!
<b>Engage: </b><span style=”font-weight: 400;”>I would begin by engaging the children through a discussion about what they already know about the Moon. I would show them photographs of the different moon phases and ask questions such as, “Does the moon always look the same?”, “Why do you think it changes shape?” and “Have you ever seen the Moon in the morning?” We could create a class moon diary where children record what they think they might see. I would explain that the moon is visible at different times depending on its phase and that the waning Moon is particularly useful for morning observations. The children could make predictions about what the moon might look like before we go outside.</span>
<b>Investigate: </b><span style=”font-weight: 400;”>The children would then have the opportunity to observe the moon from the school grounds in the morning. Children could record the date, time, weather conditions, position of the moon and what it looks like. They could draw the Moon and compare their observations with previous days. Children would be encouraged to notice patterns and understand that the Moon’s appearance changes in a predictable cycle.</span>
<b>Next Steps: </b><span style=”font-weight: 400;”>As a next step, I would bring the observations back into the classroom and encourage the children to compare their drawings and photographs. Working in groups, they could arrange Moon images in the correct sequence and create their own lunar cycle. We could then investigate why the Moon appears to change shape, introducing the idea that we see different amounts of the Moon’s sunlit side as it orbits Earth. The children could continue their moon diary at home and share their observations with the class. This activity would develop scientific enquiry skills such as </span>observing, predicting, recording, comparing and communicating findings<span style=”font-weight: 400;”>, while making astronomy a practical and meaningful experience.</span>
The outdoor class sundial is a fantastic idea. Having the children make predictions, record the position of the shadow each hour and then return later to analyse their findings gives them a genuine opportunity to engage in scientific inquiry. I
<p class=”isSelectedEnd”>I would begin by asking students what they notice about the sun’s position during the day and whether they think it rises and sets in exactly the same place every day. We would discuss how we can safely observe the sun without looking directly at it. Students could work in groups to choose fixed observation points around the school and record the direction and approximate position of the sun at different set times. They could use photographs or drawings/diagrams to record their observations.</p>
<p class=”isSelectedEnd”>Over the week, students could compare their results and identify patterns or changes. They could record their findings in tables and use maths to compare positions and times.</p>
<p class=”isSelectedEnd”>This activity reflects Liston’s view of STEAM as an integrated approach to learning. It combines science, mathematics and problem-solving while encouraging students to ask questions, collect evidence, collaborate and draw conclusions from their own observations. It would make STEAM learning active, inquiry-based and connected to the students’ everyday environment.</p>Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
<p class=”isSelectedEnd”>I would begin by asking students what they notice about the sun’s position during the day and whether they think it rises and sets in exactly the same place every day. We would discuss how we can safely observe the sun without looking directly at it. Students could work in groups to choose fixed observation points around the school and record the direction and approximate position of the sun at different set times. They could use photographs or drawings/diagrams to record their observations.</p>
<p class=”isSelectedEnd”>Over the week, students could compare their results and identify patterns or changes. They could record their findings in tables and use maths to compare positions and times.</p>
<p class=”isSelectedEnd”>This activity reflects Liston’s view of STEAM as an integrated approach to learning. It combines science, mathematics and problem-solving while encouraging students to ask questions, collect evidence, collaborate and draw conclusions from their own observations. It would make STEAM learning active, inquiry-based and connected to the students’ everyday environment.</p>