Forum Replies Created
-
Posts
-
Although we’re rarely in school at a time when stars are visible in the sky, Stellarium-web.org offers an excellent way to bring the night sky into the classroom for my pupils. It was great to see how this interactive tool simulates the sky in real time and allows children to view constellations, planets, and the movement of celestial bodies. It’s highly visual, simple to navigate, and encourages curiosity. It is also great that this tool can also be used at home as well as in school. I would use it as part of a broader inquiry-based learning unit on stars and constellations. For example, after introducing the topic with a story or song, I’d project Stellarium on the interactive whiteboard and guide the class through identifying constellations such as Orion or The Plough.
One of the biggest advantages of Stellarium is that it allows children to explore the sky even when it’s daytime or cloudy which is deal given our school hours and Ireland’s weather. It also bridges school and home learning beautifully. I would encourage families to access Stellarium-web.org at home (on a tablet or laptop) to stargaze with their children when the weather permits. This creates a strong link between classroom learning and real-world experiences.
To consolidate learning, children could draw constellations they’ve seen or write mini-reports using prompts like “Tonight I saw…” or “The stars looked like…”. They could even create their own constellation stories, blending science and storytelling. Stellarium supports multiple curriculum areas (SESE, literacy, digital literacy) and it is great for encouraging both independent exploration and collaborative discussion. It’s a tool I’ll definitely be using again and again.
I love your approach to introducing aliens, it’s so playful and creative! I hadn’t heard of Aliens Love Underpants before, but it sounds like a fun and engaging way to spark curiosity. Do you think it would work well with 1st Class? I’m definitely going to check it out. I also really like the Roll and Draw an Alien activity. It’s a brilliant way to prompt imaginative thinking while supporting those that find it difficult to get started when presented with just a blank white page.
For this lesson with 1st Class, I’d base our work around the Space and Aliens activity set. We’d begin by chatting about space and what we already know, or wonder about other planets, recording our thoughts in a KWL chart. Our focus would be Mars, so we’d explore images and video clips from Perseverance, observing the Martian landscape and comparing it to familiar places on Earth. The children would consider what kind of challenges living on Mars might present, and how those conditions such as the lack of oxygen or extreme temperatures could influence the life forms that might survive there.
Building on these ideas, the class would design their own Martians, thinking carefully about what features their creatures would need to adapt to Mars. They’d present their creations to their classmates, explaining the reasoning behind their designs. We’d then create a “Martian habitat” display area in the classroom where all their aliens could be showcased.
To extend the learning further, the children would use Lego Spike to design and build their own Mars rover. They could think about how the rover would navigate the surface, what features it might need to collect information, and test out its movement. This hands-on, collaborative task would lead naturally into writing activities like composing a postcard from Mars or writing a creative story from the perspective of their Martian. This would bring together STEAM and literacy in a meaningful and engaging way.
I completely agree, using the Planet Song combined with pauses for discussion is a brilliant way to embed learning through music and movement. I really like the idea of having the children “adopt” a planet and explore it through art or drama will help really bring the topic to life. I love how this approach taps into different learning styles, and gives every child a way to engage, whether through music, visuals, or performance. A class showcase is a wonderful idea too as it celebrates learning and helps builds confidence. Thanks for the inspiration, I’ll definitely be incorporating some of these ideas in my own classroom!
I hope to use the Sun and Shadows toolkit in my class next year. This will be the perfect way to integrate hands-on inquiry-based activities from the start of the year. Using the DPSM/ESERO Inquiry Framework, I would begin with the “Engage” phase by showing images of sunny and cloudy days or just getting the children to observe this over the course of the week looking out the window. I will then read “What Makes a Shadow?”. These prompts will hopefully encourage the children to wonder: Why do we have shadows? When do we see them?
I’ve done the following activity with different class levels over the years and they have always enjoyed it. I will go outside on a sunny morning and the children will draw their shadows using chalk. Later in the day, they will return to the same spot and redraw the shadows, observing the change in length and direction. Although a simple investigation it reveals that shadows move and change due to the Earth’s rotation and the Sun’s position. Indoors, I will have the children replicate this using torches and blocks, allowing children to investigate how light direction affects shadow shape and size.
We will move to the “Take the Next Step” phase by making small sundials and then, collaboratively, a large sundial outdoors. I love the way this toolkit can link STEM with history and the arts (perhaps through the creation of shadow puppets. It is a fantastic toolkit as it supports inclusion through multimodal learning (visual, tactile, verbal), caters for different abilities, and encourages peer collaboration.
Some great suggestions Frances especially around tossing and throwing. With the changes in the curriculum coming in September I might integrate theses Science ideas with PE lesson
Hi Ciara,
I really enjoyed reading about your tower-building inquiry task. The younger children love building towers with anything they can get their hands-on. It’s a fantastic example of how student-led learning sparks genuine engagement in an activity. It’s inspiring to hear how your pupils naturally use scientific language and collaborate so effectively and the use of scientific vocabulary is something I hope to promote with my 1st class next year. I agree that these open-ended, creative challenges not only develop STEM skills but also help build confidence and a positive learning culture.
My Reflection on Module 1:
Using the Gravity (Falling Objects) activity in my classroom offers an exciting opportunity to get the children curios and thinking scientifically. Aligning the activity with the Curious Minds/ESERO Framework for Inquiry, I would begin by using a playful prompt: dropping a soft toy or object and asking, “Oops! Why did that fall?” This would hopefully naturally sparks engagement and wonder. We’d then predict what might happen if we dropped different objects (a feather, a rubber ball, a paper clip) and record these ideas through simple pictures and arrows.
The investigation phase involves safely dropping the items and hopefully discussions would build observation and vocabulary skills, using phrases like “falls quickly,” “floats,” or “spins.”
We would reflect on what was noticed and consider new questions: “Would this happen on the Moon?” or “Why does the ball fall faster than the paper?” This leads to the next steps, such as watching a video of objects falling in a vacuum or comparing falls in water.
I think this type of inquiry activity supports inclusive learning and differentiated access as the children can participate through drawing, talking, or hands-on engagement. It encourages children to think critically, collaborate, and communicate their ideas which are all core aspects of the Curious Minds Framework. Most importantly, it makes science meaningful and exciting for the younger children in the school and it helps them see themselves as scientists and investigators of the world around them.
My name is Veronica. I will be teaching 1st Class next year. I have always loved learning about space and enjoy teaching about it to my students. My fun fact about space is the sunset on Mars is blue. It was noticed in a photo from the Curiosity Rover in 2015.
Wow, what an incredible collection you’ve shared! The variety of songs, poems, and art that connect us with the night sky is truly inspiring.
Songs:
You’ve included a fantastic mix, from the “A Sky Full of Stars” by Coldplay to “The Big Sky” by Kate Bush. Each song offers a unique perspective on the night sky, whether it’s finding hope, beauty, or resilience in its vastness.
Poems:
The selection of poems is wonderful, capturing the magic and wonder of the night sky. From the festive imagery in “Twas the Night Before Christmas” to the serene reflections in “The Starlit Night” by Gerard Manley Hopkins, these poems evoke a sense of awe and contemplation.
Art:
The artwork listed is absolutely iconic, each piece portraying the night sky in its unique style. Van Gogh’s “Starry Night” and “Café Terrace at Night” are mesmerising, capturing the swirling stars and also the tranquillity of night. Kandinsky, Monet, and the others you mentioned also bring a rich visual exploration of the night.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The night sky has always fascinated humas, inspiring countless artists, poets, and musicians to capture its beauty, mystery, and grandeur. Here, I have selected a few songs, poems and pieces of art that beautifully connect us with the night sky.
Songs
“Space Oddity” by David Bowie
David Bowie’s iconic song captures the surreal and lonely vastness of space, resonating with our imaginations of the night sky.
https://www.youtube.com/watch?v=iYYRH4apXDo
“Rocket Man” by Elton John
Elton John’s classic reflects the melancholic beauty of space exploration and the night sky’s allure.
https://www.youtube.com/watch?v=DtVBCG6ThDk
“Starman” by David Bowie
Another masterpiece by Bowie, it tells the story of a star being who brings hope to humanity, symbolizing the night sky’s promise.
https://www.youtube.com/watch?v=tRcPA7Fzebw
“Twinkle, Twinkle, Little Star”
A timeless lullaby that every child knows, it marvels at the simple yet profound beauty of stars.
“Northern Sky” by Nick Drake
Nick Drake’s soulful song brings a poetic and introspective view of the night sky.
https://www.youtube.com/watch?v=S3jCFeCtSjk
“Starlight” by Muse
This song emphasises the emotional connection and awe we feel when gazing at the night sky.
https://www.youtube.com/watch?v=Pgum6OT_VH8
Poems
“The Star” by Jane Taylor
A classic children’s poem that marvels at the beauty of stars.
“When I Heard the Learn’d Astronomer” by Walt Whitman
Whitman contrasts scientific knowledge with the sheer, unquantifiable beauty of the night sky.
https://www.poetryfoundation.org/poems/45479/when-i-heard-the-learnd-astronomer
“Stars” by Robert Frost
Frost’s poem captures the silent, majestic presence of stars in the night sky.
https://poets.org/poem/stars-1
“Bright Star” by John Keats
Keats’ sonnet expresses a longing to be steadfast and eternal like a star.
https://www.poetryfoundation.org/poems/44468/bright-star-would-i-were-stedfast-as-thou-art
Pieces of Art
“Starry Night” by Vincent van Gogh
Perhaps the most famous depiction of the night sky, capturing its swirling, turbulent beauty.
“The Starry Night Over the Rhône” by Vincent van Gogh
Another masterful depiction by Van Gogh, this painting beautifully illustrates the stars reflecting over water.
“The Great Wave off Kanagawa” by Hokusai
While primarily focusing on the sea, the piece includes a dramatic night sky that adds to its powerful composition.
“Starry Night and the Astronauts” by Alma Thomas
This modern abstract piece uses bright colours to depict the night sky’s grandeur.
Each of these works, in their unique way, connects us with the night sky, evoking feelings of wonder, reflection, and connection with the universe. Through music, poetry, and visual art, we find a shared human experience of gazing at the stars, dreaming of what lies beyond our planet and finding our place within the vastness.
I really like the idea of organizing a BioBlitz event! It’s an exciting and hands-on way to engage learners in exploring the rich biodiversity of their local area while also understanding the critical impacts of light pollution. Such an event not only brings students, teachers, and local experts together but also fosters a sense of community and shared responsibility towards environmental conservation. By involving students in activities like species identification, data recording, and nighttime surveys, they can gain valuable insights into how artificial light affects various species. This multifaceted approach can spark curiosity, enhance learning, and inspire proactive steps to protect and preserve local ecosystems.
Exploring the Impact of Light Pollution on Biodiversity with 5th Class Students in Dublin
Engaging my 5th class in understanding light pollution’s effects on biodiversity is both educational and inspiring. I will start with a classroom session recapping about light pollution—its sources and environmental impacts—using visuals to make the concept tangible. I will facilitate a discussion on how light pollution might affect nocturnal animals and plants, using familiar examples like streetlights and asking the children to draw on their observations from when we were working on light pollution in the local area. I will divide the class in groups focusing on moths, bats, mini-beasts and plants. I plan to cover this topic late November/December so the children can observe the nocturnal behaviour but it will not be too late at night.
Moths: I will help the group investigate how artificial lights attract moths, disrupting their behaviours such as navigation and mating. I will help the group source images or videos to illustrate this. I set the group the homework task of moth observation where students can see how different lights affect moth behaviour, noting their observations.
Bats: I will help the group investigate how bats rely on darkness to hunt and how light pollution disrupts their feeding. They will research the role bats play in controlling insect populations. I will try to arrange a bat-watching evening in a less lit area perhaps with a bat group or expert who can explain the use of bat detectors that will help students hear and identify bats, observing the impact of light on their presence.
Mini-beasts: I will help the group explain how light pollution affects mini-beasts like beetles and spiders by altering their habitats and behaviours. I help the group conduct an insect count in different areas of the school grounds, comparing well-lit and darker spots, and hopefully the students will identify the impact of light pollution on these creatures.
Plants: I will discuss with the group how artificial light affects plants, particularly those that rely on nocturnal pollinators. I will help the children set up an experiment where they can grow plants under different light conditions, observing differences in growth and flowering.
I will encourage the groups to undertake their research projects on the specific impacts of light pollution on these species which promote independent learning throughout the investigation. As part of the project the students may like to engage in reflective journaling and share their thoughts and observations during class discussions. Following the project the groups could create an awareness campaign within the school community about light pollution’s impacts. They could create information posters and display them around the school.
I couldn’t agree more with your observations about light pollution in Dublin City. As a fellow Dubliner, I’ve also noticed how the night sky isn’t as dark and star-filled as it used to be. The glow from streetlights, house lights, and business signs has indeed eliminated the stars, but also impacted local wildlife.
Your points about stargazing, nocturnal animals, and human circadian rhythms are spot on. Stargazing has become challenging, and it’s disheartening to think of how nocturnal animals struggle with the constant artificial light. The disruption to our sleep patterns is another significant concern, impacting overall well-being.
I’m planning a similar activity in my class to raise awareness and explore the extent of light pollution. Using the same resources, such as the videos on ‘What is Light Pollution?’ and ‘Exploring Colour,’ will be incredibly informative. I indeed to have my class investigate our local area with similar prompt questions to those you’ve listed. Creating a light map and comparing it with other areas using LightPollutionMap.info is a brilliant idea.
