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Additional reflection:
Having revisited the question, I realise that my initial reflection did not fully explore the potential classroom use of the specific tools and resources provided in the module. While I discussed how aquaculture and Social Licence could be introduced in the classroom, I could have been more specific about how the ARC online lessons, videos and BIM resources could be used to support pupils’ learning.
The resources provide opportunities for pupils to learn through visual material, discussion, investigation and practical activities. I could use them as a starting point for pupils to explore the different species farmed in Ireland, the biology of salmon, mussels and oysters, and the differences between agriculture and aquaculture. The Social Licence resources could also encourage pupils to think critically about how industries interact with local communities and the importance of listening to different viewpoints.
I think this could have a positive impact on pupils by developing curiosity, environmental awareness and an understanding of where food comes from. It would also encourage them to think about sustainability and the relationship between people, communities and the natural environment. On reflection, I think the resources offer much more scope for cross-curricular learning than I initially identified in my first response.
Assignment 2 – Everyday Sustainability
I think sustainability is most effective when children understand that small everyday actions can make a difference. Some simple actions that I could encourage both myself and my pupils to take include:
At home and in school:
- Reduce, reuse, recycle – think before throwing something away.
- Save water – turn off taps properly and avoid wasting water.
- Save energy – switch off lights and devices when they are not needed.
- Reduce food waste – take only what you are going to eat and use leftovers where possible.
- Choose local and seasonal food when possible.
- Avoid unnecessary packaging and choose reusable containers and bags.
- Walk, cycle or use public transport when possible instead of travelling by car.
- Look after nature – protect plants, insects, birds and other wildlife.
- Support biodiversity by planting flowers or creating habitats for pollinators.
- Leave outdoor spaces better than you found them by picking up litter safely.
- Reuse and share clothes, books and toys instead of always buying new ones.
- Think about where food comes from and make responsible and sustainable choices.
I would encourage pupils to choose a few of these actions and turn them into daily habits. We could create a class sustainability challenge and keep track of the changes we make. This would help children understand that sustainability is not just a large global issue; it is something we can practise every day through the choices we make.
Assignment 1 – Sustainability in My Local Area
Sustainability is something that can be explored very meaningfully in my local area in County Clare, particularly because the school is located close to the River Shannon. Earlier in the year, my pupils took part in an invertebrate collection and sampling activity in the river. This was a great opportunity for them to investigate the health of the local water environment and to see first-hand how living organisms can tell us something about the ecosystem around us.
O’Briensbridge and the surrounding area have a strong connection with the River Shannon and its natural environment. The Black River catchment, which flows through Bridgetown before entering the Shannon, is also an important local resource, with biodiversity, water quality and the health of the ecosystem all connected. This provides an excellent real-life context for exploring sustainability with children.
I would build on our previous river work by asking pupils to investigate what makes a healthy river ecosystem and what can threaten it. They could carry out further invertebrate surveys, observe plants and wildlife, investigate litter or water pollution, and record their findings. Pupils could also explore how human activities affect the river and consider what actions our school and local community could take to protect it.
I think using our own local environment makes sustainability much more meaningful for children. Rather than simply learning about environmental issues in other parts of the world, they can see that their everyday actions can directly affect the places and wildlife around them.
Hi Rachel, I really enjoyed reading your reflection, especially your point that sustainability is a shared responsibility and that small changes can make a difference. I think we are lucky to have such rich natural environments to work with locally. In my area of Clare, we are close to the River Shannon and earlier in the year my pupils carried out some invertebrate sampling in the river. It was a great way for them to see first-hand how biodiversity can tell us about the health of our environment. I think using these local experiences makes sustainability much more meaningful for children, as they can see that looking after the environment starts right on their doorstep. Rachel
Nutrition of Seafood
This module particularly interested me as nutrition and healthy eating are areas I have a strong interest in, both personally and in my teaching. I enjoyed exploring the nutritional value of seafood and learning more about the important nutrients it provides, including Omega-3, iron and Vitamin D. It also helped me to consider how seafood can form part of a balanced and healthy diet.
I could use this learning in the classroom through SPHE and Science, particularly when exploring healthy eating, the food pyramid and the importance of different nutrients. Pupils could investigate different types of seafood, identify the nutrients they contain and compare them with other sources of protein. This could also provide opportunities for Mathematics through surveys, data collection and graphing, for example, by investigating how often pupils eat different types of seafood.
I would also like to introduce the sustainability aspect of seafood. Pupils could explore where their food comes from and consider the difference between responsibly farmed and wild-caught seafood. The ASC and MSC certifications could provide an age-appropriate introduction to making informed and sustainable food choices.
Overall, this module has given me practical ideas for combining nutrition, sustainability and STEM in a meaningful way. It has also reinforced for me that food education can be a valuable way of helping children make healthier and more environmentally responsible choices.
Hi Sophie, I really enjoyed your reflection, particularly your point about using the local coastal environment to make the learning more relevant for children. I agree that this would make a topic like seafood nutrition much more meaningful, as pupils can connect what they are learning with foods and places they are already familiar with. I also like your idea of comparing seafood with other sources of protein. I think this could lead nicely into discussions around both healthy eating and sustainability, which were two aspects of the module that I found particularly interesting. Rachel
Socioeconomic Importance of Aquaculture
The ARC online lessons and resources have given me a better understanding of how aquaculture can be used as a meaningful context for STEM education in the primary classroom. I found the resources engaging and accessible, and I particularly liked how they connect science and technology with real-life issues such as food production, nutrition, careers and local communities.
One area I found particularly interesting was the distinction between direct and indirect employment within aquaculture. Pupils could explore not only the jobs involved in farming fish and shellfish, but also the wider employment opportunities in areas such as transport, processing, technology and tourism. This would help children understand how one resource can support an entire community.
I could use the ARC lessons as starting points for integrated learning, linking STEM with Geography, History, SPHE, literacy and even creative subjects. The resources could also support inquiry-based learning, with pupils researching aquaculture, investigating where it takes place in Ireland and exploring the benefits and challenges for local communities.
In terms of School Self-Evaluation, I think these resources could contribute to a whole-school focus on improving STEM provision. Teachers could review how often pupils experience practical, collaborative and problem-solving activities across different classes and identify areas for development. The ARC resources could then be incorporated into planning to provide consistent opportunities for pupils to engage with STEM in meaningful, real-world contexts.
Hi Michelle, I really enjoyed reading your reflection, especially your point about the Salmon of Knowledge linking so many different areas of the curriculum. I agree that the ARC resources make it much easier to see how STEM can be integrated naturally rather than taught as a stand-alone subject. I also love the connection you made with your visits to Newgrange Farm and the River Boyne. Using a familiar local environment would make the learning much more meaningful for the children. I think your idea of using the story as a starting point for exploring nutrition, aquaculture, careers and local history would provide so many opportunities for creative and engaging learning. Rachel
Assignment 2: The Location and Socio-Economic Importance of Aquaculture in Ireland
This module helped me to develop a greater understanding of how Ireland’s coastline, climate and natural resources influence the location of aquaculture farms. Aquaculture is particularly suited to many coastal areas because of the availability of suitable waters, sheltered bays and favourable environmental conditions. I found it interesting to consider how geographical features can determine where different types of aquaculture can take place.
I also learned about the important socio-economic role aquaculture can play in coastal communities. It can provide employment directly through fish and shellfish farming, while also supporting other local industries such as transport, processing and tourism. In communities where employment opportunities may be limited, aquaculture can contribute to sustaining local families and businesses and help maintain vibrant coastal communities.
I think this would be an interesting topic to explore with pupils because it demonstrates the connection between the physical environment and people’s livelihoods. It also provides opportunities to discuss sustainability and the importance of finding a balance between economic development, environmental protection and the needs of local communities. This module has shown me that aquaculture can be used as a meaningful context for teaching Geography, Mathematics and STEM while helping children develop a greater understanding of Ireland’s coastal environment.
Assignment 1: Lesson Plan – Mapping Aquaculture in Ireland
Title: Mapping Aquaculture in Ireland
Class Level: 5th/6th Classes
Curriculum Links: Geography, Mathematics and STEMLesson Aim:
To develop pupils’ geographical and mathematical skills by investigating where aquaculture farms are located in Ireland and why particular coastal areas are suitable for aquaculture.Learning Outcomes:
By the end of the lesson, pupils should be able to:- Identify and locate aquaculture farms on a map of Ireland.
- Use map-reading skills, grid references, coordinates and scale.
- Measure and compare distances between locations.
- Identify geographical features that may influence where aquaculture farms are located.
- Explain how climate, coastline and access to suitable waters can affect the location of an aquaculture farm.
- Work collaboratively to investigate and solve a geographical problem.
Lesson Activities:
I would begin by revisiting what aquaculture is and asking pupils where they think aquaculture farms might be located in Ireland and why. I would then provide groups with a map of Ireland showing the coastline and selected aquaculture locations.Working in pairs or small groups, pupils would plot the locations using coordinates or grid references. They could use scale to calculate distances between farms and compare different coastal locations. Pupils would then examine the physical features of the coastline and discuss why some areas may be more suitable for aquaculture than others.
To extend the activity, pupils could be given a fictional coastal area and asked to decide where they would locate an oyster farm, explaining their decision using geographical and mathematical evidence.
I think this activity would be particularly effective because it combines Geography, Mathematics and STEM in a practical, hands-on way. It develops spatial thinking and problem-solving while helping pupils understand how Ireland’s physical geography influences economic activity. It also gives pupils an opportunity to work collaboratively, use evidence to make decisions and see how classroom learning can be applied to a real-world situation.
Hi Marie, I really enjoyed reading your reflection. I particularly liked your point about the way Ireland’s coastal geography influences where aquaculture can develop. I also agree that the socio-economic benefits are really important, especially for smaller coastal communities where employment opportunities can be limited. I think this would be a great topic for children to explore as it links geography with real-life jobs, communities and sustainability. I also like the idea of getting pupils to look at why certain locations are more suitable for aquaculture rather than simply learning where the farms are located. Rachel
Hi Daniel, I really enjoyed reading your reflection. I was also surprised by how important aquaculture is in Ireland and how much goes into making it sustainable. I particularly liked your point about Social Licence and the importance of communities being involved and having their concerns listened to. I agree that this could be a really engaging topic for children, especially when linked to sustainability, food production and caring for our environment. The ARC resources were a great addition too and gave me lots of ideas for how the topic could be made accessible and interesting for younger pupils. Rachel
As a teacher who lives near rivers and lakes I have recently conducted an invertebrate lesson at a local river. The hands on experience was so beneficial to the children. All children were engaged with the lesson as they knew they could get stuck into the lesson. It also made the lesson memorable for the children. We spoke about salmon and trout. I liked how in module 1 it was mentioned that these fish go between both the fresh water and sea water. Sometimes, not living by the beach I used to think that we might not have the same opportunities to see for example mussles and oysters, however, I discovered I live near a river that has been popular for salmon fishing twenty years ago. I think bringing people who have and do work in the industry is th best way for children to learn all about Aquaculture.
Question: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky? For example: Look up President Michael D Higgins’ “Stardust”
Answer: When I stop to think about it, the night sky has always inspired songs, poems and art – this can be such a powerful way into learning with children. With junior infants I would begin very simply with familiar songs like ‘Twinkle, Twinkle little star’. We could sing together, add actions, and maybe even create star-shaped art using glitter and dark paper to bring the song to life. The focus at this age would be joy, rhythm and wonder 🙂
Moving up the school children in the middle classes could explore Irish myths and poetry about the stars and the moon. We might read short verses and then have the children write their very own ‘moon poems’, drawing on imagination and local stories!
In 5th and 6th classes they will be ready for deeper dives and connections – looking atVan Gogh’s Starry Night or modern music inspired by space. They could even create their own song lyrics or digital artwork based on their experiences of Limerick’s night sky! The night, after all, is both a canvas and a story waiting to be told 🙂