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Light pollution is an increasing issue in my local area due to expanding housing developments, commercial buildings, sports facilities, and street lighting. Excessive artificial light obscures the night sky, wastes energy, disrupts ecosystems, and negatively impacts wildlife and human health. Many nocturnal animals rely on darkness for feeding and navigation, while migratory birds and insects can become disorientated. Exploring this issue helps children understand how human activities affect the environment and encourages them to consider sustainable solutions.
The lesson would begin by using Black Marble maps to compare global and local levels of light pollution, prompting discussion about its causes, impacts, and students’ own observations of outdoor lighting. In groups, students would brainstorm how artificial light affects the environment, creating a class mind map. Examples such as bats, owls, moths, and sea turtle hatchlings would illustrate the consequences of light pollution on wildlife.
Students would then investigate light pollution by constructing a model street scene with a shoebox “planetarium” projecting stars. They would compare star visibility with no streetlight, an unshielded streetlight, and a shielded streetlight, recording and discussing their findings. This would lead to the inquiry question: How can we improve streetlight design to reduce light pollution? Students would then design environmentally friendly streetlights.
Finally, using Stellarium, students would compare rural and urban night skies and explore Irish dark sky locations. Throughout the lesson, they would develop scientific inquiry skills through observing, predicting, investigating, recording evidence, and evaluating solutions to a real-world environmental issue.
Hi Fiona, some super ideas, I really like the idea of a Sky Watch diary, it’s a great way to encourage observation and reflection.
Create a short teaching resource using Stellarium/ WorldWide Telescope
I would begin the lesson with a class discussion to activate prior knowledge about the night sky. Pupils will be asked questions such as, Have you ever looked at the stars?, What objects can you see in the night sky?, and Why do the stars seem to move? Their responses will help assess existing understanding and introduce the topic.
Next, I would introduce a digital planetarium, such as Stellarium. Using the interactive whiteboard, I will set the software to our location and demonstrate how to identify the Moon and three constellations: Orion, Ursa Major, and Cassiopeia. By using the time controls, pupils will observe how the stars appear to move across the sky. I will explain that this apparent movement is caused by the Earth’s rotation while encouraging pupils to ask questions and identify patterns.
Pupils will then complete an independent observation activity. Using a worksheet, they will draw one constellation, label it correctly, sketch the Moon as shown in the software, and record one new fact they learned. This activity reinforces key concepts and provides evidence of learning.
Hi Emer, I really like this activity because it is hands-on and engaging. I also like that the activity encourages students to make predictions before testing their ideas, which develops their scientific thinking and inquiry skills.
After reading Liston (2018), I was reminded that STEM is much more than teaching science, technology, engineering, and mathematics as separate subjects. It is about helping children explore real-world questions, think critically, collaborate, and make meaningful connections across different areas of learning. I want my classroom to be a place where curiosity is encouraged and every child feels confident to investigate and discover.
The ESA One Year on Earth – Understanding the Seasons resource is a wonderful way to support this approach. I would begin by asking students why they think we have different seasons, encouraging them to share their ideas. They would then explore the ESA animations to investigate how the Earth’s tilt and orbit affect sunlight. Working in groups, students would build a simple Earth-Sun model using everyday materials to test their thinking. They could also create a digital presentation explaining the seasons and use simple data to compare daylight hours. This integrated activity develops scientific understanding while strengthening teamwork, problem-solving, digital skills, and mathematical thinking.
Hi Karen,
Thanks for sharing your research topic on trees. I think its a wonderful area to investigate with children of all ages.
Module 5
Research Question:
How is the melting of polar ice caps contributing to rising sea levels, and what local impacts could this have on coastal communities.To encourage pupils to participate actively in exploring climate change and melting ice caps, I would begin by making the issue relevant and tangible. First, I’d introduce real-world examples through videos, satellite imagery, and data showing the rapid changes in ice coverage in the Arctic and Antarctic regions. Then, I’d connect those global changes to local consequences—rising sea levels, flooding risks, and impacts on wildlife or infrastructure.
Inquiry-based learning would be central to the project. I’d encourage students to become “climate detectives” by collecting data, analysing maps, conducting surveys in their communities, or even modelling sea level rise using interactive simulations. I’d foster group discussions and let students select specific areas of interest, such as biodiversity loss or human displacement.
By giving students agency, providing them with digital tools, and inviting them to propose solutions, I’d create an environment where they feel empowered, not overwhelmed, by the topic. A final presentation or action project could further boost engagement and responsibility.The ESA resource “Nose High Up in the Sky” is part of the European Space Agency’s Education program, designed to introduce younger students to the basics of Earth observation, satellites, and atmospheric science in a fun, engaging way. The Teacher Guide provides structured lesson plans and background information. The Pupil Activities include hands-on exercises and experiments using household materials, satellite images, and drawing/matching tasks to teach children about how satellites can detect things like air pollution and other invisible gases in the atmosphere.
I really liked Activity 1: What Can Satellites See?. Pupils examine satellite images and learn to identify visible vs. invisible phenomena. This activity is great, it opens a discussion about different parts of the electromagnetic spectrum. I’d print large satellite images or use an interactive whiteboard for this.
Activity 2: Smelling the Air (Using the Nose!). Simulate satellite “sniffing” by smelling jars with different scents and guessing what’s inside. This is a Fun, sensory-based activity. It directly connects how we “detect” smells to how satellites detect gases.
These activities are very useful in the classroom as they are well-structured, hands-on and sensory tasks, which help engage pupils.Thanks for the information and suggestions Colin, sounds like a really interesting and useful resource. I think children would really engage with these activities.
The documentary Home is a powerful and thought-provoking film that beautifully showcases the richness and diversity of life on Earth, while also starkly highlighting the devastating impact humans have had on the planet’s ecosystems. I found it incredibly moving — every image captured the breathtaking beauty of our landscapes, and at the same time, reminded me of how much we are destroying through over-consumption and misuse of natural resources. The film sends a strong message: we are responsible for the current environmental crisis, and immediate action is needed. It emphasizes that our planet can no longer bear the strain of our unsustainable lifestyles. This message is crucial for everyone, and I believe Home delivers it effectively.
To introduce these important climate change facts to pupils, I would recommend showing Home to senior classes. The stunning visuals would captivate their attention and help them connect emotionally with the message. After watching, I would facilitate a class discussion to explore their thoughts and reactions, followed by interactive projects like creating posters or presentations on how we can protect the planet. This approach can help young learners understand the seriousness of the issue and empower them to become part of the solution.
When I watched Greta Thunberg’s Ted Talk the insight I took from her was her passion for action and protecting the planet. She is a role model for children and by exploring her activism with any senior class the children will be inspired by her actions. Actions speak louder than words and Greta Thunberg is an example of this.Hi Ann,
This was a great module full of great resources and exercises. I really enjoyed the carbon footprint calculator was a good exercise. A great task to do collectively in the classroom or individually and the children could compare and contrast their answers.
I agree, there is great opportunity to explore real life data collection with this activity. This can show students how scientists use data in real life situations.
Activity 3 is a well-structured and engaging lesson that introduces pupils to key concepts of climate change, including greenhouse gases, climate modelling, and future climate scenarios. It encourages data analysis, critical thinking, group work, and awareness of real-world environmental issues. The integration of digital tools adds a practical, interactive element that supports inquiry-based learning.
The use of videos helps visual learners and helps younger pupils grasp abstract concepts more easily. Group work and hands-on data exploration. Working with real climate model introduces students to tools used by actual scientists and supports the development of scientific literacy. Asking pupils to compare low- and high-emissions scenarios promotes understanding of cause and effect, and the importance of human actions on climate change.
I would integrate Activity 3 into a cross-curricular project week focused on “Our Changing Planet.” I would begin by assessing prior knowledge with a quiz or class discussion, followed by the Paxi video to introduce the concept.
Then, I would divide the class into four “news teams,” each with a different region or scenario using the C3S Edu Demo to study. We’d dedicate one session to exploring the tool, another to analysis and calculation, and a third to preparing and presenting climate news segments.
To conclude, students could develop posters about actions individuals or communities can take to reduce emissions and lessen climate impacts.Great suggestion!
Love the idea of setting up a school weather station. children learn best when engaged in hands learning. this is great way to involve children in data collection and stem activities.
1. Title of the lesson: Weather Detectives
2. Subject area/s: Science
3. Class: 1st /2nd class
• The concepts of weather and climate are often thought to be the same thing. To change this, it is essential to understand that when we speak about weather conditions we are referring to short periods of time, such as hours, days. when we talk about climate we are implying long periods, such as 30 years or more.
• Whole class discussion. Types of weather e.g. cloudy, windy, wet, showers, fog, mild, humid, sunning, snowing.
• Record the weather for the week. Use a thermometer is record the temperature on a daily basis. Record weather pattern.
• Record the child giving the weather forecast and play it to the other classes in the school.
• To record the footage, you would mount iPad on a tripod. Hang a green screen in the background.
• Use microphones to record the audio
• Use adobe spark to create the background
• The video can then be edited using imovie
• Also music can be added to the beginning and ending of the video by using bensound.com.
• videos, voice recordings, comments and links, this gives the children the opportunity to engage with the material at home. I also post photos for parents Vo they can view the work the children are doing in class.