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As our school is in a small rural village, we are lucky to have a woodland area just a 15-minute walk away. I would use this as an opportunity for pupils to explore biodiversity in a real-life setting. Before our walk, we would chat about what biodiversity means and talk about the different plants and animals we might see, such as deer, red squirrels, birds and fish in the river. During the walk, pupils could use a simple picture checklist to spot wildlife, collect leaves or seeds (where appropriate), and take photos or make quick sketches of what they find (dependent on class levels and pupil abilities).
Back in the classroom, we would discuss why these habitats are important and how light pollution can affect the animals living there. We would explore how bright lights at night can disturb nocturnal animals like foxes and bats, confuse birds, and attract insects away from their natural habitats. Finally, we would think of simple ways to help, such as switching off unnecessary outdoor lights and protecting our dark skies. I think activities like this help children appreciate the wildlife on their own doorstep and understand how small actions can make a difference.
I love the group work here and the assigned roles – researcher, recorder, etc – and the ‘exit tickets’ on the KWL chart, great ideas!
Exploring the Night Sky with Stellarium
I would use Stellarium to introduce pupils in my ASD special class to the night sky. Using the interactive sky map on the classroom whiteboard, I would first show the current view of the sky from our location in Ireland. We would identify the Moon and (depending on understanding and interest level) one or two bright planets. We could potentially identify a familiar constellation such as the Big Dipper.
The lesson would use clear visuals, simple language and a predictable routine. Pupils would take turns selecting objects on the screen while discussing their colour, size and brightness. To support different learning needs, each child would have matching picture cards of the Moon, planets and stars to identify during the activity.
The lesson would finish with a simple colouring or matching worksheet and a discussion about what pupils observed. Stellarium provides an engaging, visual way to develop observation skills, scientific vocabulary and curiosity about space while supporting inclusion and active participation for all learners.
Orla, I love the idea of using your nearby forest to get the children outside in a different setting. I also really like your idea of integrating this activity with art.
Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”:
After reading Liston (2018), it really made me think about what STEM looks like in my own classroom. I think STEM is at its best when children are actively involved in their learning rather than just being given information. I try to give my pupils opportunities to ask questions, work together and explore ideas through hands-on activities, as I find they are much more engaged when they are discovering things for themselves.
For this activity, like others have said, I would choose to have the children observe and record the position of the sun at different times of the day. I would start by asking them what they already know about the sun and whether they think it stays in the same place in the sky throughout the day. We would chat about their ideas first and make some predictions before beginning our observations.
Using a fixed object in the school yard, such as a pole or even a metre stick, we would observe the direction and length of the shadow at the same times each day for a week. The children could record what they notice by drawing the shadows, measuring them or taking photos on the iPads. At the end of the week, we would compare our results and talk about any patterns we noticed. This would lead into a discussion about why shadows change and how the Earth’s rotation makes it look like the Sun is moving across the sky.
I think this is a lovely activity because it gets the children outside, encourages them to work together and helps them make sense of something they see every day but may never have really thought about. It also links Science, Maths and Technology in a very natural way and shows that STEM learning doesn’t have to be complicated. Sometimes the best learning comes from observing the world around us and asking simple questions.
Hi Andrea, I like your idea of “Green Week” but even better is your suggestion of partnering with the local Tidy Towns group. What a great way to form community links!
My local area on the south-east coast of Ireland is a region rich in natural resources, and sustainability practices are increasingly vital to preserving its landscapes and communities. From sustainable fishing practices in local aquaculture to efforts in protecting coastal habitats, the area is taking significant steps towards environmental stewardship. Many local farms also use organic farming methods, and there is a growing emphasis on renewable energy sources like wind and solar power.
In engaging my pupils, I would take engage in hands-on activities such as nature walks to observe local biodiversity and litter-picking events to foster a sense of responsibility. Classroom projects could include creating posters on reducing waste, building insect hotels, or planting pollinator-friendly gardens. I would also invite local environmental groups for talks or workshops. Encouraging children to ask questions and take action helps them understand that they play a vital role in protecting their environment.Sarah, your Maths idea about making graphs based on the pupils’ seafood meals is great and one I could definitely see myself using.
Seafood is a powerhouse of essential nutrients, offering high-quality and bioavailable protein, omega-3 fatty acids, vitamins (notably D and B12), and key minerals like iodine and selenium. When reflecting on the nutritional benefits of seafood, it’s clear that fostering an understanding of its value can help embed lifelong healthy eating habits.
In the classroom, this knowledge can be seamlessly integrated into lessons on nutrition, with seafood positioned as a vital element of a balanced diet. Interactive activities, such as designing nutritious meal plans or even exploring simple seafood recipes, provide hands-on learning opportunities. Moreover, discussions around sustainable fishing practices can link nutrition to environmental responsibility, enhancing cross-curricular learning.
Additionally, introducing local Irish seafood can help students connect with their cultural heritage, enriching lessons in geography and science. By weaving this nutritional knowledge into classroom activities, teachers can encourage healthier eating choices while simultaneously fostering awareness of sustainability and local food traditions.
I too loved the idea of The Salmon of Knowledge to introduce, or expand upon, the topic of marine life!
The online lessons and resources developed for the ARC offer valuable tools for integrating STEM concepts into the classroom, particularly in the context of marine science and aquaculture. These resources are aligned with the STEM Education Policy Statement, which encourages hands-on, inquiry-based learning, critical thinking, and real-world problem-solving.
As to my own teaching, I would use ARC resources to create interactive, project-based activities that allow students to explore the science behind aquaculture, such as water quality, sustainability, and the biology of marine life. By incorporating technology into lessons, students can engage with virtual aquaculture environments, conducting experiments and analysing data in real time.
As part of the SSE process, STEM education can be enhanced on a school-wide level by encouraging cross-curricular collaboration. This could involve integrating aquaculture lessons across science, geography, and even mathematics, tracking progress, and fostering a school culture that values hands-on, interdisciplinary STEM learning.
I completely agree, Cliodhna. Aquaculture in Ireland provides vital, stable employment in rural coastal areas where job opportunities are often limited. The sector’s positive ripple effect on processing, transport, and services strengthens regional economies, while its ability to diversify ensures long-term resilience. This makes aquaculture not just a job creator, but a key driver for sustaining and revitalising coastal communities.
Aquaculture farms in Ireland, particularly along its vast and rugged coastline, play a significant role in the socio-economic fabric of coastal communities. These farms, which produce shellfish and finfish like salmon, offer vital employment opportunities, especially in rural and often remote areas where other industries are limited. Beyond direct jobs in farming, the aquaculture sector generates work in processing, transportation, and marketing, providing a comprehensive economic boost.
Additionally, these farms contribute to sustainable food production, meeting growing global demand for seafood while adhering to stringent environmental standards. The sector also encourages the development of infrastructure such as ports and transportation networks, which benefits other industries and local residents.
However, the long-term success of aquaculture relies on striking a balance between economic growth and environmental protection. When managed responsibly, aquaculture can help coastal communities thrive, promoting local entrepreneurship and offering a pathway to economic resilience in the face of global challenges.
I also agree with Mark here. Teaching children about the journey of food from sea to plate not only sparks curiosity but also fosters a deeper connection with what they eat. For students, especially those in landlocked areas, learning about aquaculture can be an eye-opening experience. It encourages them to explore new foods, understand sustainability, and ask important questions about food sources. This kind of education also creates opportunities for ongoing conversations, both in school and at home, about the broader impact of food choices on our environment and communities.
Integrating the concepts of aquaculture and social license into the primary classroom provides great opportunities for interdisciplinary learning and meaningful engagement. Aquaculture serves as a gateway to exploring sustainable food systems, environmental stewardship, and the delicate balance of marine ecosystems. Taught through SESE and SPHE, it allows pupils to examine the role of science and ethics in addressing real-world challenges, while encouraging curiosity and informed inquiry.
Introducing the notion of social license—where industries must gain ongoing public trust to operate—fosters a nuanced understanding of community voice, accountability, and civic engagement. Through debates, simulations, and collaborative projects, students can develop empathy, critical reasoning, and communication skills, as they consider diverse perspectives and societal impacts.
By embedding these themes into classroom practice, educators can cultivate environmentally conscious, socially responsible learners who are empowered to contribute thoughtfully to their communities. These tools not only deepen subject knowledge but also support the development of active, informed citizens for a more sustainable future