[Carmel Wright]

Hi Aaron,

Thanks for sharing this research project. What really stands out to me on this is how you are making this a local project, connecting with people and their experiences to get a better understanding of shifting baselines. It is so important to get not just the facts but also the human impact of climate change, and by making it local, it encourages connection and action.

I have no doubt farmers who are on the frontlines of dealing with consequences will have a lot to say about its impact on their crops, and even their ability to feed their livestock.

I love the idea of native tree planting, and its many wins. It can create a nice barrier from air pollution just within the school boundaries, provide a habitat, climbing frame for students, and will serve as shade for the warmer summers to come-mitigation and adaptation in action! Councils occasionally offer trees, along with some social enterprises, or this could also serve as a biology lesson by taking cuttings from willow for free.

[Carmel Wright]

Hi Elizabeth,

Thanks for sharing your year-long biodiversity project plans.
This sounds like a great plan- I like how you have chosen to focus on one specific area-leaf identification- so that learners can build up expertise in this.

You’ve created a really comprehensive list of broad scope of what can be observed with leaves alone-from the timing of their falling from trees, colours, bark, twigs and new growth, there will be something to observe throughout the terms. It’s a great way to build STEM vocabulary literacy too-from deciduous to evergreen, etc.

As a huge fan of Éanna Ní Lamhna, I have to mention how she gives some really fun and engaging talks on trees in her role as president of the Tree Council of Ireland, many of which can be found on YouTube too.

[Carmel Wright]

Hi Laura,

Welcome to the course and thanks for sharing this comprehensive plan.

I can see you have put considerable thought into how you would make this work in the classroom, and it’s great to see the level of detail you have included-from refining the question, to learner-led focus, mini-investigation choices, how you’d strategically steer them in the direction of fair testing and result repeatability, etc.

It’s a lovely idea to conclude with a follow-up question, making it a truly learner-led journey of discovery that continues, and something they can look forward to next time.

Also great for all learners to know what is happening in the next session. By providing a high level of autonomy throughout the process, it makes for an exciting lesson and an engaged class.

[Carmel Wright]

Hi Brid,
Thanks for sharing your plan. How lucky you are to have such an unspoilt location for stargazing!

You make a great point about the benefit of Stellarium, that children can use it to identify a star and track its movement. It takes time for learners to gain confidence in star identification, and Stellarium provides welcomed support as they begin to engage with this activity, which helps ensure any novice can be confident in naming what they are seeing.

Lovely idea to conclude with some peer learning-I am a huge fan of this and use it wherever possible with learners-its wonderful to see them transform with this responsibility into superb teachers! To quote Joseph Joubert, “ To teach is to learn twice!”

[Carmel Wright]

Hi Colm,

Thanks for sharing your observing plan. Its wonderful to see that you are eager to try this out with your class!

Its great to see you lean into the resource links provided on this module-as you have discovered, there is a wealth of information to benefit educators in delivering an astronomy based lesson.

I like how you are making this a learner led experience with empowering choices including which planets to focus on, and how they choose to record the details-its also a more equitable experience.

I couldn’t agree more with your concluding statement-it is a great mix of science, creativity and fun!

[Carmel Wright]

Hi Stephanie,

Thanks for sharing your plans for this activity.

I am delighted to see that you plan on using Stellarium and Worldwide Telescope in the classroom-they are a great way to explore our skies!
I like how you plan on modelling how to use Stellarium before they begin exploring on classroom iPads, and creating a group project, and creating their own model of the solar system is a great way to extend this activity. It could be an interesting challenge to see if they can create these models using recycled materials only.

I can see you’ve considered who is best suited for this activity, with seniors as the best fit, and as you mention, they would enjoy the group work. Plenty of STEM skills development opportunities throughout with this activity.

[Carmel Wright]

Hi Kathy,

Thanks for sharing your list-and what a list it is! Some lovely choices, and great to see the use of contemporary music as Gaeilge in your classroom.

Haikus are a lovely idea in the poem list, short and snappy with a defined structure, perfect for your 2nd class group.

I really like your addition of astronomy illustrations-they can be both beautiful and functional, providing a captivating level of educational detail.

I hope you enjoyed the course and have the opportunity to use some of its resources in the coming academic year.

[Carmel Wright]

Hello Ailbhe,

Thanks for sharing your beautifully curated list celebrating Irish culture, a lovely focus on the Irish language and native artists’ work throughout, and some great choices.

You make a great point about the ever-changing canvas that is Ireland’s skies, well captured by Paul Henry, and it would make for an enchanting art activity for learners, a night and day themed activity.

I hope you enjoyed the course and gained some new ideas for the coming academic year.

[Carmel Wright]

Hello Luke,

Thanks for sharing a lovely plan for a seasonal biodiversity project.
What a beautiful neck of the woods to be teaching in and I am sure a rich and rewarding landscape for biodiversity observation.

I like your plan to have longer walks and observations scaffolded by shorter, more frequent walks in between to help learners capture the changes underway. It’s a great way to integrate movement and exercise with biodiversity observation.

By using a variety of resources and materials, worksheets can be developed that are class-appropriate and accessible for all learners, as they explore the changes that each season brings.

[Carmel Wright]

Hi Claire,

Thanks for sharing your lesson plan.

I like how you have broken down this activity into distinct sections, with a range of prompts to engage learners at the beginning, discussions and a visit to a local bridge, canal bridge and lock houses. Outings like these really bring these concepts to life, and although we pass over and see features like these most days, outings to observe make learners really see the details, something that they can be encouraged to sketch or photograph.

Some lovely questions to engage learners in the middle section, and testing opportunities to see if they hold up to their design specifications! It can be interesting to set specific targets, such as holding up five toy cars or reaching across 15cm.

Great to see reflections included, and how things could be done differently next time-reflections that also take place in the real world! As an extension to this activity, the role of engineers can be discussed, and real-life examples of failures in design. Here is an interesting list featuring a bridge failure: See 25 Extremely Embarrassing Architectural Failures

[Carmel Wright]

Hi Sinead,

Thanks for sharing your plan.

I like your idea to use the stick as an observation tool, instead of directly monitoring the sun’s position in the sky. Lots of great ways to incorporate maths that you mention, including measuring the length of the shadow in their copy, pattern observation, etc.

It could be interesting to add to this by showing a small-scale model inside the classroom, using a torch so learners have a visual aid to understand the connection between shadows and the sun’s position.

Lovely plan to create a class display upon completion of this project!

[Carmel Wright]

Hi Miriam,

Thanks for sharing.

I like your approach of focusing on one planet to begin with, allowing learners time to build their knowledge of this planet and experience observing it in the night sky, starting with a bright and accessible target. From there, they explore new planets with confidence and ease as their observation skills begin to develop.

It could be interesting for learners to document their observations, whether through a sketch, a quick note, or even to note if nothing is visible. Many an astronomer has had their viewing thwarted by weather conditions, etc!

Your template is great; it’s simple yet includes all the relevant details to make exploring the planets accessible for your learners.

[Carmel Wright]

Hi Claire,

I really like how you are approaching this activity, with a fitting prompt and strategic questions to elicit prior knowledge.

It’s a great idea to have your observation plan on the large calendar on display, and it’s helpful that it will have colour coding for the planets selected, along with a guide as to where to look.

Lovely to have a range of options for all learners to partake in homework incorporating some technology through observing the night sky and documenting it through photos/Seesaw accounts, or their own charts, ensuring accessibility for all.

[Carmel Wright]

Hi Ruth,

Thanks for sharing.

You’ve created a lovely plan for your learners using Stellarium. I like how you begin by showing how to use this App on the IWB, and then proceed to pair learners up to engage with this resource.

the Ducksters site has some lovely, simple and accessible explanations to support learning and find out more.

With a bit of luck, this activity will encourage learners to explore Stellarium at home to observe the night sky with the aid of this App to identify what they can see-it’s such a user-friendly tool.

 

[Carmel Wright]

Hi Anna,

Thanks for sharing.

This is a lovely lesson plan for your 2nd-class special education group. I like your idea to begin with observation. So often we fail to notice the biodiversity on our doorstep, and by taking the time to walk around school grounds through the framework of observing what’s there, learners and teachers alike can be surprised by what is found!

I love how you’ve made this topic so accessible with your short and simple explanation, “too much light at night makes it harder for animals to sleep or find food.” I can see you have put thought into making this activity an accessible and inclusive experience for your group.

By leaning into learners’ interests, it becomes a learner-led experience as they select their favourite thing from outside to draw, and an action to create positive change.

[Author]

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