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“Designing and Building a Floating Fish Farm” lesson actively develops all key STEM skills—critical thinking, collaboration, communication, and problem-solving—through enquiry-based, hands-on learning. It integrates engineering, science, and maths while aligning with both the STEM Education Policy and SSE improvement goals.
The ARC’s online lessons and resources offer a varied, STEM-rich framework that perfectly aligns with the STEM Education Policy Statement and can seamlessly integrate into our School Self-Evaluation (SSE) process on a school-wide basis.
By using ARC modules—such as Module 2 (Geography & Environmental Influences) and Module 3 (Socioeconomic Impact)—teachers can embed inquiry-based learning across curriculum areas, helping students investigate coastal farming through data analysis, mapping, and design-and-make challenges. Using VR tours and digital content transforms passive lessons into immersive experiences that excite and deepen STEM thinking .
Academically, these resources strengthen our SSE priority on numeracy and digital competency, as pupils gather data, create geographic models, and use online platforms for collaborative learning. Incorporating ARC fosters active learning, problem-solving, and cross-curricular connections in science, geography, maths, SPHE, and digital technologies .
On a school-wide level, we could:
- Introduce ARC-based STEM modules into yearly planning, supported by peer-led CPD sessions.
- Use SSE frameworks to evaluate impact on pupil engagement in STEM.
- Share findings with the wider community, strengthening our ethos of continuous improvement and embedding real-world STEM experiences in our school culture.
ARC’s online tools empower us to meaningfully implement national STEM policy, enrich teaching practices, and improve student outcomes through evidence-led SSE reflection.
Michelle, that is a very comprehensive reflection emphasising the importance of aquaculture for rural communities.
Aquaculture farms along Ireland’s coast offer rich learning opportunities that go beyond environmental science—they connect directly to the real-life social and economic fabric of local communities. Teaching students about the location and role of these farms can help them appreciate how natural resources support sustainable livelihoods. Many aquaculture sites are found in rural and coastal areas where job opportunities can be limited. By exploring this in the classroom, students begin to understand how fish, shellfish, and seaweed farming provide employment, boost local businesses, and help families stay in their communities.
Using tools like videos, maps, and interviews with aquaculture workers can make the topic engaging and relatable. Students can examine how local industries like boat-building or tourism are supported by aquaculture, and how responsible farming gains public trust—known as social license. This topic fosters cross-curricular learning, tying together geography, science, and social studies, while also helping students see how communities can thrive through sustainable practices.
Integrating tools like videos, visuals, and hands-on experiences into lessons on Aquaculture and Social License can deeply enhance student engagement and understanding. Videos and visuals bring real-world aquaculture practices into the classroom, making complex systems easier to grasp. Interactive experiences offer students tangible ways to explore how aquaculture works and how it impacts communities and the environment. These tools also help highlight the importance of gaining social license — public acceptance and trust — for sustainable aquaculture practices. By learning how community voices influence environmental decisions, students develop critical thinking, empathy, and civic awareness. This not only deepens their knowledge of marine sustainability but also encourages them to become informed, responsible global citizens. Through these dynamic learning approaches, students are more likely to connect classroom knowledge with real-world challenges and solutions in aquaculture.
Hi Susan,
I agree with your points especially the use of visuals for all children to access the information. We have a lot of EAL children who would be able to access the information through visuals, hands on access and videos.
This lesson plan effectively integrates hands-on activities and visual aids to teach wave properties, sound, and light. It promotes inquiry-based learning and accommodates diverse student needs, ensuring engagement and comprehension. The use of real-world examples from the I-Lofar radio telescope adds an exciting, practical dimension to the lesson.
I agree with your approach! Brainstorming ideas like walking, cycling, using public transportation, or carpooling is a great start to reducing our carbon footprint when traveling to school. Creating a chart or graph to compare emissions from cars, buses, trains, and planes per passenger mile will help visualize the environmental impact of different transport modes. Conducting a survey among families to gather data on current travel habits and then promoting eco-friendly options like walking and carpooling can actively involve the whole school community in reducing our collective carbon footprint. Tracking changes over time through repeated surveys will show the effectiveness of these efforts.
To craft a research question related to a climate concern using the Climate Detectives research question planner, follow these steps:
Identify the Climate Concern: Choose a specific climate-related issue that interests you, such as deforestation, greenhouse gas emissions, ocean acidification, etc.
Define the Scope: Clearly define the scope of your research. For example, are you focusing on a local, regional, or global impact? Narrow down your question to a manageable scope.
Research Question Components:Topic: State the climate issue you are investigating (e.g., deforestation).
Impact: Describe the specific aspect of climate change or environmental impact you are studying (e.g., impact on local biodiversity and climate patterns).
Variables: Identify the key variables or factors you will investigate (e.g., species diversity, carbon storage, temperature changes).
Formulate the Question: Combine these components into a clear and concise research question. For example:“How does deforestation in [specific region] impact local biodiversity and climate patterns, specifically in terms of [mention variables such as species diversity, carbon storage, temperature changes]?”
Refine and Clarify: Review your question to ensure it is specific, measurable, and aligned with the goals of the Climate Detectives project. Consider whether it is feasible to gather data and conduct analysis within your available resources.
Submit and Discuss: Share your research question with peers or instructors for feedback and discussion. This collaborative process can help refine your question further and ensure it addresses relevant climate concerns effectively.
By following these steps, you can effectively use the Climate Detectives research question planner to craft a research question that contributes meaningfully to understanding and addressing climate issues through scientific investigation.In Module 4, students delve into Earth observation, covering ground data collection methods, satellite remote sensing, and using tools like the EO Browser. This module aims to enhance understanding of how satellite data informs our understanding of Earth’s dynamics and supports various applications.
Discussing recent satellite passes over Ireland can spark curiosity and practical engagement. For instance, five recent satellites include Sentinel-1, Sentinel-2, Landsat 8, Aqua, and Terra. Sentinel-1 monitors land and ocean surfaces, essential for disaster management and maritime surveillance. Sentinel-2 captures high-resolution optical images for agriculture and land use monitoring. Landsat 8 provides multispectral data for environmental monitoring. Aqua and Terra focus on Earth’s water cycle and climate system dynamics.
Encouraging students to explore these satellites’ roles fosters appreciation for Earth observation’s broad impact on environmental stewardship and sustainable development. It also invites them to consider future careers in STEM fields related to satellite technology and environmental science.
The film HOME, directed by Yann Arthus-Bertrand, offers a visually stunning and deeply thought-provoking portrayal of our planet’s environmental challenges. It uses aerial footage to showcase Earth’s beauty and the impact of human activities like deforestation and pollution. This documentary effectively communicates the urgency of addressing climate change through compelling visuals and narratives.
Introducing these climate change facts to students involves creating a context where they can connect emotionally and intellectually with the issues. I would start by previewing captivating scenes from HOME to capture their attention and stimulate discussion. Using guided questions, I would encourage students to reflect on the environmental issues depicted and their implications for ecosystems and human societies.
Incorporating other video clips from the module, such as segments on the Paris Agreement and Greta Thunberg’s activism, would provide broader perspectives on climate change action and youth advocacy. Interactive activities like role-playing negotiations or debates on climate policies could deepen their understanding and engagement.
Overall, leveraging impactful visual media and interactive discussions will help students grasp the seriousness of climate change and empower them to consider their role in fostering environmental stewardship.
The ESA Resources offer valuable tools for teaching weather and climate. Setting up a weather station at school grounds allows students to differentiate between daily weather changes and long-term climate patterns. This hands-on project fosters STEM skills by engaging students in scientific observation, data collection (technology), problem-solving (engineering), and data analysis (mathematics).
To lead the school in studying weather and climate, I would use ESA materials to educate students and staff alike. We could conduct regular observations, record data, and analyze trends using the resources provided. Collaborative activities like creating weather reports or climate impact studies would facilitate collective learning. By sharing findings through presentations or displays, we ensure broader understanding and engagement within the school community. This approach not only enriches scientific knowledge but also cultivates a sense of environmental awareness and responsibility among students.
I would involve my students in a creative writing project inspired by our local natural or scientific heritage by first exploring significant landmarks or historical sites in our area. For example, we might focus on a nearby nature reserve, historical building, or local scientist’s contributions.
Initially, students would research and gather information about the chosen topic, learning about its significance and impact on our community. Next, they would brainstorm ideas collectively, discussing themes and narratives that could be explored through creative writing.
Students would then draft their stories or poems, incorporating descriptive language to vividly portray the setting and characters. They could explore the perspectives of scientists, naturalists, or historical figures associated with our area, weaving factual elements with imaginative storytelling.
For art, students might create illustrations or paintings depicting scenes from their stories, emphasizing the natural beauty or historical context. In music and drama, they could compose original songs or scripts inspired by their research, performing them to showcase their understanding and creativity.
This project not only enhances their understanding of local heritage but also develops their artistic expression and appreciation for interdisciplinary learning across subjects like history, science, language arts, and the arts.
To plan a class or whole school challenge inspired by the suspension bridge at Birr Castle Demesne or a local bridge, I would begin by introducing students to the engineering principles behind bridges. We’d discuss the materials used, structural stability, and the importance of mathematical concepts like measurements, angles, shapes, and proportions.
Students would work in teams to design their bridges, considering factors like span, load-bearing capacity, and aesthetics. They would use mathematical skills appropriate to their grade level, such as calculating dimensions, understanding geometric shapes, and applying formulas to ensure their designs are sound.
During the construction phase, students would measure and cut materials accurately, applying their mathematical knowledge practically. They would collaborate to problem-solve and refine their designs based on testing and feedback.
Integrating mathematics into this project not only reinforces theoretical concepts but also teaches practical application and teamwork. It fosters creativity, critical thinking, and hands-on learning experiences that engage students in meaningful engineering challenges.
To conduct a seasonal biodiversity project throughout the school year, I would start by using resources like the Wild Connections project materials from Birr Castle Demesne and the National Biodiversity Data Centre.
I’d create recording sheets for each season to track changes in local flora and fauna. Students would use these sheets to note observations such as plant growth, animal sightings, and weather conditions.
Learning outdoors would be frequent, ideally once a week, to observe seasonal changes firsthand and record data. I’d integrate other subjects by linking science with mathematics through data analysis of biodiversity counts, and with literacy through nature journaling and writing about observations.
Additionally, arts could be integrated through drawing and painting local flora and fauna, and geography by mapping biodiversity hotspots. This interdisciplinary approach enriches learning experiences and connects students with their environment while promoting scientific inquiry and environmental stewardship.
