Forum Replies Created
-
Posts
-
Hi Hannah, how cool that you live so near an oyster farm! I agree that oysters are considered sustainable because they naturally improve water quality as theu are growing. Well done!
Sustainability is something I see increasingly reflected in both County Clare, where I am from, and County Limerick, where I teach. Clare has a strong focus on protecting its coastline, biodiversity and natural landscapes, while Limerick promotes green spaces, recycling, sustainable travel and care for the River Shannon. I particularly value the Green-Schools programme, as our Green Schools Flag encourages children to take responsibility for litter, waste, energy, water, travel and biodiversity. It actively support schools in developing sustainable habits.
With my first-class pupils, I would make sustainability practical and enjoyable. We could carry out a litter observation around the school, sort waste into recycling bins, plant pollinator-friendly flowers and create posters about saving water and energy. I would also encourage children to walk or cycle when possible, which tends to be as it is a city school, and discuss how small actions can protect our local environment. This would help pupils understand that sustainability begins with everyday choices and that they can make a positive difference in their own community.I agree Eimear! By using the children’s hot lunches as a real-life example will definitely engage them and increase their awareness around the benefits of eating seafood!
Learning about the nutritional value of seafood in Ireland has made me more aware of how foods such as salmon, oysters and mussels can contribute to a healthy diet. Salmon is a good source of protein and omega-3 fatty acids, while oysters and mussels provide protein as well as important vitamins and minerals such as iron, zinc and vitamin B12. I think this knowledge could be easily brought into my first-class classroom through simple, practical activities. Using the food pyramid i could help children understand the importance of eating a balanced variety of foods and where seafood fits into a healthy diet. We could also explore food labels on everyday seafood products, identifying information such as ingredients, protein, salt and portion sizes. USing the online game would be an interactive way of doing this and this could develop children’s awareness of making healthy food choices. I would use pictures, real food packaging and age-appropriate discussions to make the lessons engaging, practical and relevant to children’s everyday lives.
I agree Fiona. It is so true that STEM does not have to involve expensive and complicated expirements. A local and familiar theme could spark just as much interest and enthusiasm!
Engaging with Module 3 has shaped my view of whole-school sTEM development under our redeveloped curriculum. I understand further how by moving away from isolated science lessons requires commitment across all classrooms. By utilizing ARC’s marine resources our school could integrate STE authentic inquiry. I think the kids in my class would enjoy Professor O’Mara, as a fun and engaging character.
Giving children the chance to discover the nutrional value of local salmon, oysters and mussels gives them meaningful health education. Furthermore, the diverse employment created by aquaculture would I’m sure be eye-opening to them, and a potential future job prospect.
By embedding these localised contexts into our SSE process, we can measure and enhance student engagement.
Hi Caoimhe,
I agree that this module gave me a deeper understanding of aquaculture. Not only is it just fishing, but it’s the knock on affect it has ono the local area! It’s important that children understand this.
Hi Amy, I agree that aquaculture farms support local communities through stable employment, as a food source, tourism and so on! Coming from a coastal area I see this first hand.
<span style=”font-weight: 400;”>County Clare is a good example of how aquaculture supports coastal communities. My Dad hails from Doonbeg, which is home to a major regional processing facility for</span> <span style=”font-weight: 400;”>CS Fish, a prominent wholesale seafood supplier. The fish which is farmed in Quilty and Carrighoholt, is processed in Doonbeg and sold to shops all around the county of Clare, along to many restaurants nationwide. This provides income and employment for the local areas. Clare is also part of the FLAG West coastal development area, where aquaculture and fishing are important parts od the local economy. Something that I find interesting is that local oyster producers also work together to maintain the coastline through clean-up initiatives. This shows that aquaculture can help not only economically but to the social wellbeing and environmental factor of coastal areas.</span>
Part 1: I teach in Limerick City. Using aquaculture and social licence tools in my classroom can provide pupils with an engaging, real-world way to explore how food is produced and how communities make decisions about their environment. These tools could support learning across SESE. Pupils could investigate fish farming in Ireland, including local contexts such as the River Shannon and the Shannon Estuary near Limerick, where fishing, shellfish harvesting and aquaculture activities take place. This helps children connect learning to their own locality. They can consider the benefits of aquaculture for food production and employment alongside concerns about biodiversity, water quality and animal welfare. Learning about social licence encourages pupils to understand that people in Limerick and beyond may hold different views and that decisions should involve listening, evidence and respectful discussion. Activities such as debates, role-play and group investigations can build communication and critical-thinking skills. This supports environmentally responsible, informed young citizens.
Part 2: My favourite programme from Bord Iascaigh Mhara is the Aquaculture Remote Classroom. I like it because it gives primary school children a fun and interesting way to learn about aquaculture in Ireland. Instead of just reading about fish farming, students can use interactive technology and virtual reality to see what aquaculture is actually like.
I think this would work really well in an Irish primary school because it makes the topic more real and easier for children to understand. It could also lead to great discussions about the environment, local communities and where our food comes from. Children could learn that aquaculture can provide jobs and food, but that there are also concerns about the environment and how it affects local areas.
Part 3 : I thought Professor O’Meara made a great point. We learn and know so much about farm animals at primary school level, but we know a lot less about farming sea creatures. I do believe it is important that children learn about aquaculture at a young age – it informs them and makes them appreciate sea creatures more, their nutritional values and the importance of sustainability! I enjoyed the link to the story of the Salmon of Knowledge. I think this will maintain children’s interest.