Forum Replies Created
-
Posts
-
I like how you’ve shown that aquaculture can be relevant even in an inland school, my school is in the city but we’re very close to a port – I’ve never really looked at it through the lens of aquaculture. I agree the salmon life cycle sounds like a great starting point for inquiry-based learning
Sustainability is something that can be explored in very practical ways in my local area. As my school is located close to the sea and a large port, there are lots of opportunities for children to explore how we use and protect our local environment. We could investigate how waste is managed, the importance of keeping our waterways clean and how the sea supports people, wildlife and local industries.
With infants, I would start by taking children’s ideas about what sustainability means and then explore simple questions such as, “How can we look after our sea?” and “What can we do with things we no longer need?” We could carry out a litter audit around the school, sort different types of waste and investigate ways of reducing waste in our classroom. We could also explore local marine life and discuss how pollution can affect animals.
I think this would help children see that sustainability is not just a big global issue but something they can contribute to through small actions in their own community
I found the ARC online lessons and resources particularly useful as they provide engaging, practical ways to introduce children to topics connected to the sea and aquaculture. In my own teaching, I could adapt some of these resources for infant classes by using them as a starting point for questioning, observation and hands-on investigation. For example, children could explore sea animals, their habitats and how people use and care for the sea, while developing skills such as predicting, observing, comparing and communicating their ideas.
I think these approaches fit well with the STEM Education Policy Statement, as STEM is not just about learning facts but about developing children’s curiosity, problem-solving and inquiry skills. On a school-wide level, these types of activities could contribute to SSE by encouraging a consistent approach to inquiry-based STEM learning across different classes. Teachers could share successful activities and resources and build a progression of STEM skills from infants through to the senior classes.
This module helped me understand more about why aquaculture farms are located in particular areas and the important role they can play in coastal communities. I found it interesting to see how aquaculture can provide employment and support local businesses and industries.
My school is located close to a large port and the sea, so I think this would be particularly relevant to explore with my pupils. Even with infants, we could investigate what happens at our local port, who works there and how people use the sea. This could lead into exploring aquaculture and the different jobs connected to the industry.
I think this would help children understand that the sea is not only a place for recreation, but is also an important part of the local economy. It would also help them develop an awareness of their local environment and how communities depend on the sea.
Before completing this module, aquaculture was a topic I knew very little about. Learning about the importance of aquaculture in Ireland, sustainable practices and the concept of Social License has given me a greater understanding of how this topic could be explored in the primary classroom.
My school is located close to a large port and the sea, so I think this topic could provide meaningful opportunities for children to learn about their local environment. With infants, I think aquaculture could be explored through Science, Geography and SPHE by investigating sea animals, habitats, where our food comes from and how we can care for our oceans.
I was particularly interested in the idea of involving local people in learning. Having someone who works in the fishing, marine or aquaculture industry visit the school would help children make connections between their learning and the world around them.
The ARC resources and videos would be useful tools for introducing these concepts in an engaging way. This module has encouraged me to think about how even young children can begin to understand sustainability and respect the natural environment.
Hi Orla! Thanks for sharing that book, I hadn’t heard of it before so nice to have a new book to add to my collection
I’ve picked the activity of making a space rocket with infants. I think this would be a fantastic activity to include during Space Week as it allows children to explore space while developing their STEM skills through planning, designing and problem-solving. It’s also very play-based which is important, especially for infants.
I’d read the story ‘The Way Back Home’ and then we’d look at photographs of different rockets and discuss what the children notice. I’d question the children by asking things like “What parts does a rocket need?”, “What materials would make a strong rocket?” etc. The children would then plan their own rocket designs by discussing ideas and choosing the materials they’re doing to use.
Then during the investigation part the children would work together to build their rockets using recycled materials such as cardboard tubes, boxes, foil and paper. I’ve used balloons before to power ‘rockets’ with my students. I’d give the children time to explore different designs and test how well their rockets worked. I’d encourage them to make changes where needed.The at the end we’d share our rockets and discuss what worked well/didn’t work well, what challenges we faced and what we might change next time. I like this activity because it combines STEM learning with creativity, collaboration and oral language in a meaningful, hands-on way. And it’s fun!
Hi Nicole! I really like this investigation as it provides a clear opportunity for purposeful STEM learning through predicting, testing, observing and explaining results. I also think it links really well with other curriculum areas, particularly language development, as children are encouraged to discuss their predictions, use scientific vocabulary and explain their findings. Using iPads is a nice way to document the investigation and share children’s learning.
I’ve picked the Animals in the Cold activity as I think it’s a great way to introduce habitats and animal adaptations to infants. I’ve done this before with infants and they always love anything to do with animals. I’d begin by showing photographs of different polar animals (penguins, polar bears, seals etc.), and ask the children what they notice. Questions like “How do you think these animals keep warm?” and “Why don’t they get cold?”
Then we’d investigate how blubber helps animals stay warm. I’ve done it before where children place one hand in a bowl of icy water and then place the other hand in the water while wearing a “blubber glove” (a plastic glove lined with vegetable shortening). Then we’d have a class discussion on what they noticed and why they think the glove kept their hand warmer.
To conclude the lesson we’d link our findings back to the animals and discuss how blubber helps them survive in cold environments.Aideen I’ve done space with my infants the last number of years. Have looked at the sun and at stars with them, but actually never crossed my mind to look at how the sun actually is a star – a good reminder for me!
Stars
Intro: I’d show children photographs of the night sky and a selection of well-known constellations. I’d ask questions like “What do you notice?”, “Can you spot any shapes?”, “Do you think everyone sees the same picture?” etc. This would encourage the children to observe carefully and share their own ideas.
Lesson:I’d give each child a black A4 sheet. Using white chalk & gold stickers they’d join the stars in any way they liked to create their own constellation. They’d then name their constellation and explain what they can see in it to their partner/group/class. I think this is a nice way to show them that people can interpret the same pattern of stars in different ways.
Conclusion: I’d have the children compare their constellations with some real constellations and discuss how people have been finding shapes and telling stories about the stars for thousands of years!
I’m the same Gail re; issues with torches etc.! One of my big issues I’ve always had with shadows is that it’s been hard to get my classroom dark enough for the torches to really work properly. Last year I got my school to by blackout window covers that just stick onto the windows – game changer!
I’m choosing the activity set on the Moon, I’ve covered this topic before as a wider space theme with my infants and they always love the Moon! I think it’s partly because it’s a bit more tangible to them as it’s something they can see themselves, with their own eyes. I’d start by exploring what the children already know about the Moon through whole-class discussion and questioning. We’d look at photographs of the Moon and talk about what we notice (shape, surface, craters etc.)
I really liked the fabric moon activity mentioned in Module 2 so I’d definitely use that. I’d have children create their own Moon pictures using different art materials – whilst still looking at the photos of the moon and focusing on the craters and patterns they see. I really like this activity because it combines science, creativity and oral language.
I love this Emma – particularly the use of dinosaurs, another favourite topic in my class! I find with my smallies that anything that could be perceived as a race or competition can cause conflict so I’d probably adapt it to being whole-class for my lot!
One inquiry-based activity I’ve done before with infants is exploring why the Moon has craters. I start by showing the children pictures of the Moon and asking questions like “What do you notice?”, “How do you think these holes got there?” etc. I encourage them to share their own ideas and predictions before we begin the investigation. It’s always interesting to hear the different theories they come up with – there’s always someone who knows the answer straightaway!For the investigation we make our own ‘moon’ using a tray of flour with a layer of hot chocolate powder on top. The children then drop different size scrunched-up tinfoil balls onto the tray and observe what happens. I ellicit from them that the tinfoil balls create craters of different sizes, depending on the size of the ball and how it lands etc. After that we compare our trays to photographs of the Moon and discuss what we discovered. This activity always goes down well with them because it allows children to explore a scientific concept in a fun/hands-on way! It also encourages them to ask questions, make predictions, observe, explain their thinkin etc as opposed to being told the answer. Can make a great tie in with art later in the week too!
