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I loved your point about developing children’s self-esteem and self-belief through meaningful projects. When students see that their ideas are valued and that they can make a genuine contribution, they become more confident learners and are more willing to take risks in their learning. I also really liked your comments about outdoor learning. Activities such as nature walks, forest school experiences, foraging and exploring local environments provide authentic opportunities for children to connect with sustainability in a hands-on way. Experiencing the outdoors in all weather conditions can help children develop independence, curiosity and an appreciation for the natural world.
Living near Dún Laoghaire, sustainability is something that can be seen in many aspects of the local community. Efforts to protect beaches, improve recycling, reduce waste and conserve marine habitats are evident throughout the area. Local groups regularly organise beach clean-ups, while schools and community organisations promote environmental awareness and responsible use of natural resources. The protection of coastal ecosystems, including rock pools and marine wildlife, highlights the importance of balancing human activity with environmental protection. Our proximity to the sea provides opportunities for pupils to observe sustainability in action and develop a deeper understanding of environmental responsibility. Rather than learning about sustainability as an abstract concept, students can see its impact in places they visit regularly. To engage pupils further, I would incorporate hands-on and inquiry-based activities. Students could participate in beach clean-ups, biodiversity surveys or investigations into local marine habitats. They could collect and analyse data on litter, recycling or water quality and discuss how individual actions contribute to environmental sustainability. Other biodiversity initiatives within the Dún Laoghaire Rathdown area include – Goats at Killiney Hill, Reef Surveys, Gardening for Biodiversity and Hedgerow Toolkits for Schools to name but a few.
The Green-Schools programme is an excellent way to encourage children to develop environmental awareness and sustainable habits. The Green Flags have been a great motivator within our school to be better global citizens. Teachers and students can reduce waste by using reusable water bottles and lunch containers. We can also make a conscious effort to recycle correctly, reduce food waste and conserve energy by switching off lights, computers and other devices when they are not in use. Choosing to walk, cycle or use public transport where possible can also help reduce our environmental footprint. In the classroom, sustainability can be promoted through practical activities and positive habits. Students could monitor waste levels, participate in litter-picking initiatives, create biodiversity areas within the school grounds or take part in projects focused on reducing energy consumption. As a school located near the coast, pupils could also become involved in beach clean-ups and investigations into marine litter, helping them understand the connection between their actions and the health of local ecosystems.
I really like the idea of introducing a simplified version of the food pyramid. When I taught Infants I used the GO, Slow, Whoa method to start the discussion of healthy eating. I used a traffic light system where the children would cut out pictures from food brochures and place them on the correct colours. Green for foods that should be consumed regularly, orange for less frequent and red for foods that should be rarely consumed.
Learning more about the nutritional value of seafood has helped me to appreciate its importance as part of a healthy and balanced diet. Fish and shellfish are excellent sources of high-quality protein, vitamins and minerals and omega-3 fatty acids, which are important for brain development, heart health and overall wellbeing. This knowledge can be applied in the classroom in a variety of meaningful ways. Students can learn about healthy eating while also developing an understanding of where their food comes from and how it is produced. Lessons on seafood nutrition can be linked to Science, SPHE and Geography, allowing students to explore topics such as balanced diets, food chains, sustainability and marine environments.
There are excellent opportunities to make learning more relevant by connecting lessons to the local coastline and Ireland’s fishing and aquaculture industries. Students could investigate different types of seafood commonly consumed in Ireland, compare their nutritional benefits and discuss the role of sustainable seafood in supporting both human health and the environment.I also think this topic encourages students to make informed food choices and develop positive attitudes towards healthy eating. Through practical activities, research projects and discussions, they can build important skills in critical thinking and scientific inquiry.
I really like the design element of your lesson. Giving pupils the opportunity to design, test and refine their own sustainable fish farm models encourages creativity, problem-solving and critical thinking. It could also help them to appreciate the challenges involved in balancing food production with environmental responsibility. I also think that presenting their findings through digital portfolios or presentations is a great idea as it helps to develop communication and digital literacy skills.
The ARC online lessons and resources provide excellent opportunities to support STEM education in a meaningful and engaging way. I can see many ways to integrate the concepts and skills into my own teaching while aligning with the STEM Education Policy Statement. The resources encourage students to investigate real-world issues related to aquaculture, marine biodiversity, sustainability and food production. Through inquiry-based activities, students can develop scientific thinking, problem-solving, collaboration and communication skills, which are key elements of STEM education.
As my school is located near Dún Laoghaire, we are fortunate to have access to a rich coastal environment, including beaches, harbours and rock pools. The ARC resources could be used to connect classroom learning with local fieldwork, allowing students to observe marine habitats, collect data and apply geographical and mathematical skills in authentic contexts. Activities such as mapping, analysing environmental conditions, exploring sustainable food systems and interviewing people who work in aquaculture provide wonderful opportunities for cross-curricular learning.
In relation to SSE, the resources could support a whole-school approach to STEM by promoting active, inquiry-based learning across different class levels. Teachers could collaborate to develop STEM rich projects linked to the marine environment, sustainability and climate action. The use of outdoor learning, digital technologies, data collection and scientific investigation aligns closely with STEM improvement targets and encourages consistency in teaching approaches throughout the school.
The ARC resources offer practical and engaging ways to enhance STEM teaching and learning. They support the development of critical thinking, environmental awareness and real-world problem-solving skills while helping schools embed STEM education as an integral part of the SSE process.
Learning about the location of aquaculture farms in Ireland has helped me to better understand their importance to many coastal communities. Aquaculture farms are mainly located along Ireland’s coastline, particularly in areas with clean waters and suitable environmental conditions. Galway, Mayo, Donegal and Cork are noted for fish farming. These locations provide ideal conditions for farming salmon, mussels and oysters.
The socio-economic contribution these farms make to rural and coastal areas is very significant. Aquaculture creates employment opportunities directly through farming activities and indirectly through processing, transport, tourism and local services. In many communities where employment options may be limited, the industry provides an important source of income and helps sustain local populations. However, the success of aquaculture depends on maintaining a balance between economic development and environmental protection. This links closely to social licence, that was discussed in module 1, where community support and trust are essential. Local people need to feel that aquaculture activities are being managed responsibly and sustainably.
This module highlighted how aquaculture can support vibrant coastal communities while contributing to Ireland’s food production and economic growth. It has also reinforced the importance of sustainability and community engagement in ensuring the long-term success of the industry.The lessons provide an excellent opportunity to integrate SESE and numeracy while helping students develop a deeper understanding of aquaculture in Ireland. Students can use map-reading, measurement, data interpretation and problem-solving skills to identify suitable locations for marine farming. The students can discuss criteria for a successful marine farm- sheltered bays, water quality and depth, transport etc. They can use grid references and map scales to plot and justify potential marine farming sites. They can calculate distances from ports, compare locations and rank sites based on suitability.
I completely agree with your point about the ARC workshops. They seem like a fantastic way to help children develop a stronger connection with the sea. The Young Chef Ambassador Programme is a particularly engaging idea, as it allows students to make meaningful links between food, nutrition, sustainability and marine life. Helping children understand where their food comes from can foster greater awareness and responsibility around food choices. The chefs in the clip really highlighted just how important the programme is. The seemed really enthusiastic about learning where and how the fish and muscles they cook with are farmed.
I found this module really interesting. I had never really thought about the concept of social license in relation to aquaculture. I assumed that whatever regulations were put in place by the government and BIM was all that would be taken into consideration. The module helped me realise that gaining the trust and support of local communities is just as important as meeting legal requirements.
I think many of the resources and activities could be used effectively in the classroom, particularly to encourage discussion and allow students to explore different viewpoints. Students can examine the environmental, social and economic factors involved and develop their critical thinking skills with regards to aquaculture.
Our school is in a particularly fortunate location near Dún Laoghaire, with easy access to beaches, rock pools and the coastline. This provides excellent opportunities to make learning more meaningful and relevant. Students can connect classroom learning to places they already know and explore marine ecosystems firsthand through local fieldwork and outdoor investigations. I know the INSS in Dún Laoghaire offer school tours that include rock pooling and discussions on marine eco-systems.
Learning about aquaculture also helps students better understand where food comes from, the importance of sustainability and how communities and industries can work together to protect marine environments. This module has broadened my understanding of the challenges facing the aquaculture industry and has given me excellent ideas that I could incorporate into my lessons.
How does climate change influence coastal erosion on Killiney Beach and how can we promote coastal erosion prevention?
“What do you think happens to the shoreline when waves hit it repeatedly?” Discuss within small groups and share answers. Explain that coastal erosion is the process where waves, wind, and other natural forces wear away the land along the coast. Discuss why coasts are important to people and wildlife, such as providing habitats, protecting inland areas from storms, and offering recreation.
Investigate causes of coastal erosion: Natural Forces: Explain how waves, currents, tides, and wind contribute to erosion. Human Activities: Discuss how building structures, mining sand, and removing vegetation can accelerate erosion. Sea Level Rise: Touch on how climate change and rising sea levels can worsen coastal erosion.
Investigate the Effects of Coastal Erosion: Loss of land, impact on habitats, economic impact etc.
Brainstorm ideas to prevent and/or reduce coastal erosions. Natural solutions – Discuss planting vegetation to hold the soil, creating dunes, and restoring wetlands. Engineering solutions: the use of sea walls, groynes, and breakwaters to protect the coast.
Simulation to demonstrate coastal erosion: Use a shallow tray filled with sand to represent a beach. Add water to one side to represent the sea. Gently move the water to simulate waves hitting the sand. Show how the sand moves and shifts, demonstrating erosion. Ask students to observe what happens and discuss how this relates to real coastal erosion.
In small groups the children will be assigned a specific coastal erosion: causes, effects, or solutions. They will then create a poster illustrating their findings to help to promote the importance of coastal erosion prevention.
Smart Pebbles were released on Killiney Beach in 2023 to track climate change impacts. I would like to contact the researchers in UCD to perhaps discuss their project with the class.
I really like your idea of using the beach as your location for your research project. It’s a great idea to analyse the movement of stones/rocks and the litter which washes up. I think it’s a great idea that you plan to visit over different seasons to see the various changes to the shore.
I thought it would be interesting to try out the Satellite Tracker app. I did not find any that were completely free. However, the one that I chose to use has a 7 day free trial.
SAOCOM 1-A : SAOCOM-1 mission is composed of two satellites (SAOCOM-1A and -1B) launched consecutively. The overall objective of SAOCOM (SAtélite Argentino de Observación COn Microondas) is to provide an effective Earth observation and disaster monitoring capability.
Terra: Terra explores the connections between Earth’s atmosphere, land, snow and ice, ocean, and energy balance to understand Earth’s climate and climate change and to map the impact of human activity and natural disasters on communities and ecosystems.
USA 81: USA 81 was a US Air Force signals intelligence satellite.
Helios 1B was a French military photo-reconnaissance spacecraft launched by an Ariane rocket.
OKEAN O: Okean-O was a Russian-Ukrainian remote sensing satellite which enabled monitoring of ocean salinity, waves, and ice conditions. It will also relay data from fixed land- or ocean-based platforms. The launch had been delayed until resolution of a dispute with Kazakhstan arising out of a crash of a Proton-K rocket on 5 July 1999.
Koronas-Foton: KORONAS-Foton is a Russian satellite for solar physics, solar-terrestrial connection physics and astrophysics. It was launched on 30th January 2009. The primary purpose of the mission was the study of solar electromagnetic radiation, especially from solar flares, in the extreme ultraviolet (EUV) up to high-energy gamma-ray radiation. It was also capable of making parallel observations of Earth’s upper atmosphere in EUV and soft X-rays as well as monitoring other astrophysical X-ray and gamma-ray sources.
I really like the idea of using the EO Browser as a historical resource. It would also be really interesting for the children to see the development of Ireland’s towns and cities using the browser.
I love the idea of using debate to discuss this topic. Concern Debates have great resources that could be used even if you were not competing in their competitions.
Home by Yann Arthus Bertrand is a is a visually breathtaking documentary that offers a panoramic view of Earth’s landscapes and the impact of humans on the environment. The film covers topics such as deforestation, climate change, urbanisation, and loss of biodiversity. It emphasises the need for immediate action to preserve the planet for our future generations. The message is clear and direct, using striking statistics that inform us of the severity of the issues. I feel that the video is too long to show to primary children as a whole film. I would rather show clips from the film and use them as triggers for discussion regarding climate change. The film does not provide solutions to the problems as such, this is a perfect opportunity for the children to create their own action plans. I also think that the Climate Aid video would have to be edited for children in primary school as I fear a lot of children would be dealing with climate anxiety. Seeing animals in distress is something that would be too horrific for children to deal with and would do more harm than good. I think that the Footprint Calculator is a great tool that could be used to highlight the actual impact that we as individuals are having on our world.
