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Exploring the ARC online lessons and resources has shown me how valuable they can be in supporting STEM education in a meaningful and engaging way. The lessons are practical, curriculum-linked, and encourage pupils to investigate real-world issues through inquiry, observation, and problem-solving. I particularly liked how the resources integrate a variety of subjects e.g. science with geography, mathematics, technology, and environmental awareness, helping pupils make connections across different subjects.
These resources align well with the STEM Education Policy Statement by promoting curiosity, critical thinking, collaboration, and hands-on learning. They encourage pupils to ask questions, gather evidence, and develop solutions while learning about sustainable food production and marine ecosystems. I can see myself using these lessons to support project-based learning and outdoor investigations, helping pupils develop both scientific knowledge and key STEM skills, particularly with the older classes.
From a whole-school perspective, the ARC resources could also support the School Self-Evaluation (SSE) process by providing opportunities for teachers to work collaboratively to strengthen STEM teaching and learning. As a school we could use these resources to develop a shared focus on inquiry-based learning, sustainability, and environmental education across different class levels. Overall, I believe these lessons offer an engaging way to build pupils’ confidence in STEM while fostering an appreciation of Ireland’s marine environment and the importance of sustainable practices.Hi Laura, I enjoyed reading your reflection. I agree that aquaculture is an excellent way to connect science, geography, and sustainability in a meaningful context. Helping pupils understand where their food comes from, while recognising the importance of supporting coastal communities and protecting marine environments, encourages informed and responsible future citizens.
Learning about the location of aquaculture farms in Ireland has helped me understand their importance to both the environment and coastal communities. Many farms are located along the west and south coasts, where sheltered bays and clean waters provide ideal conditions for farming salmon, mussels, and oysters. I hadn’t realised how much these natural features influence where aquaculture can takes place.
This module also highlighted the significant socio-economic benefits of aquaculture. It provides employment, supports local businesses, and helps sustain many rural coastal communities. As well as producing high-quality seafood, the industry contributes to local economies and preserves traditional skills and livelihoods. However, it also reinforced the importance of balancing economic development with environmental sustainability and community support.
As a teacher, I can use aquaculture as a real-world example when teaching SESE subjects, highlighting sustainability. It offers students an opportunity to explore how food is produced, the importance of protecting marine environments, and the positive role aquaculture can play in supporting communities across Ireland.I really enjoyed reading your reflection. Your connection to the Owenriff hatchery shows how powerful local experiences can be in inspiring lifelong interest in science. I agree that using nearby aquaculture examples can make learning more meaningful and help students appreciate sustainable food production and the importance of protecting our marine environments.
I found this module very thought-provoking, it has changed the way I think about aquaculture and its role in providing sustainable food for a growing global population. I had a limited understanding of fish farming and mainly associated it with food production. I now appreciate that successful aquaculture also depends on protecting the environment, maintaining animal welfare, and building trust with local communities through what is known as a social license.
As a teacher, I can see many ways to bring these ideas into the classroom. The resources and activities from the course could be used to encourage students to ask questions, investigate real-world issues, and think critically about different viewpoints. Students could research various aquaculture systems, discuss their environmental and economic impacts, and debate how communities, scientists, industry, and governments can work together to develop sustainable practices.
I also think learning about social license is particularly valuable because it encourages students to understand that scientific decisions are not made in isolation. Public opinion, community values, and environmental responsibility all play an important role. This helps students develop empathy, communication skills, and the ability to consider multiple perspectives when discussing complex issues.
I really like how this investigation uses the children’s own playground to explore a real-world STEM question. Comparing temperatures in shaded and sunny areas makes the learning practical and engaging. I also like that it extends beyond science by encouraging observation, discussion and an appreciation of the many ways trees benefit both people and the environment.
Research Question:
What are some ways we could help the environment by reducing our carbon footprint when travelling to school?
To begin the investigation, I would encourage the children to brainstorm different ways of travelling to school, such as walking, cycling, taking public transport or carpooling. This would provide an opportunity to discuss which methods are more environmentally friendly and why.
The children could then research the average carbon emissions produced by different modes of transport, including cars, buses, trains and bicycles. Using this information, they could create charts or graphs to compare the carbon footprint of each method. This would integrate science, mathematics and technology while developing pupils’ research and data-handling skills.
As a class, we could also conduct a whole-school survey to find out how families currently travel to school. After analysing the results, pupils could calculate the school’s overall carbon footprint and present their findings to the wider school community. This could lead to a whole-school initiative promoting active travel, such as walking, cycling or carpooling. A few weeks later, the survey could be repeated to evaluate whether these initiatives had reduced the school’s overall carbon footprint. This real-world investigation would help children see how small changes in everyday behaviour can have a positive impact on the environment while developing important STEM skills.I had no idea just how many satellites are passing over Ireland at any given time. I found the website fascinating, and the sheer number of satellites in orbit was incredible. I quickly became engrossed in exploring each one, discovering where it came from, how long it had been in orbit, and the different purposes it serves. It really highlighted how much satellite technology is involved in our everyday lives, often without us even realising it.
Question 3
Having worked through the Nose High to the Sky resource, I think it is an excellent set of lessons that helps children understand the relationship between space and Earth. It encourages pupils to explore different perspectives by comparing photographs of Earth taken from observation satellites, astronauts aboard the International Space Station, and from ground level. These comparisons help children recognise how each viewpoint provides different types of information and why they are all valuable.
I particularly like how the resource highlights the importance of satellites in monitoring our planet. Satellite images allow children to observe large-scale features such as weather systems, landscapes and changes over time, while photographs taken from the ground provide more detailed views of specific places or objects. Images captured from space also enable pupils to identify patterns, monitor environmental changes and make predictions about weather and climate.
Overall, I feel this is a worthwhile and engaging resource that promotes observation, critical thinking and scientific inquiry. I would definitely use it in my classroom to develop pupils’ understanding of Earth, space and the important role that satellite technology plays in our everyday lives.
I really like your focus on ending the lesson with solutions rather than just the challenges of climate change. Encouraging pupils to work collaboratively on ideas such as renewable energy and protecting local environments helps develop problem-solving skills while leaving them feeling hopeful and empowered to make a positive difference in their own communities.
I found Module 3 both interesting and thought-provoking, particularly in highlighting the urgency of climate change. While I think the Home video contains important messages, I feel it may be too long and complex for many primary school pupils. Instead, I would use selected clips to introduce key ideas and support these with class discussions and age-appropriate activities. This would help children understand the concepts without feeling overwhelmed.
I also really liked the TED Talk by Greta Thunberg. As a young person, she is someone children can easily relate to, and her message demonstrates that individuals can make a real difference. I think this would encourage pupils to feel empowered and recognise that their everyday actions matter. Activities such as calculating their ecological footprint, discussing ways to reduce waste, recycling, saving energy and planting trees would help children connect their learning to real-life situations. Encouraging them to share these ideas with their families would also extend the impact of the lesson beyond the classroom.
I really like your focus on making climate change relevant to pupils’ own lives. Using group discussion to explore local impacts and practical actions is a great way to encourage critical thinking and collaboration. The Paxi video also provides an engaging starting point for developing understanding through meaningful STEM learning.
I really enjoyed Activity 3 and thought using it alongside the Paxi video was a great way to introduce and reinforce the concept of climate change. The video explains the greenhouse effect in a simple, engaging way, while the prediction activity encourages children to think more critically about the impact of rising temperatures. I think this combination creates a meaningful STEM lesson by integrating science, technology and mathematics through inquiry and data analysis.
If I were teaching this in my classroom, I would begin by exploring local weather patterns and discussing how the weather has changed over time. We could collect and graph temperature data before comparing it with climate projections to help children identify trends and make predictions. I also think it would be valuable to include discussion about how climate change affects Ireland and what small actions we can take in school and at home to help. This would make the learning more relevant and encourage pupils to see how STEM can help us understand and respond to real-world issues.I really liked your focus on adapting the activities for Senior Infants. Using pictures and symbols to record the weather is a great way to make learning accessible while encouraging observation and discussion. Your example of the unexpected hailstones shows how real-life experiences can spark curiosity and meaningful STEM learning.
Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics (Liston, 2018) argues that STEM education should be more than teaching science, technology, engineering, and mathematics as separate subjects. Instead, it should encourage integrated, real-world learning where students develop problem-solving, creativity, collaboration, and critical thinking skills.
In my classroom, STEM education involves providing hands-on, inquiry-based activities that encourage students to investigate problems, work collaboratively, and apply knowledge across different subject areas. I aim to create meaningful learning experiences that connect STEM concepts to everyday life, helping students build confidence, curiosity, and practical skills.
Module 1
I found so many resources in module one very helpful, and I will certainly be using them in my teaching next year, they offer great opportunities for children to advance their stem skills.
I found the videos that were provided, particularly useful when explaining the difference between weather and climate, very age-appropriate and user-friendly, and I think they would really appeal to primary school aged children. The ESA Nose up high in the sky resource is a great programme of work that could be used over the course of a few weeks. It not only incorporates developing the children’s stem skills, but also integrates with literacy, numeracy active and practical learning. It provides the children with many opportunities to get outside to create and record and interpret results from the weather station. I think creating the weather station is very appealing and the children would get great enjoyment from it, whilst learning at the same time.
Activity two – Weather Detectives
I really liked this resource because it allowed the children to get outdoors. It is great that they can come up with their own weather devices by making them themselves from every day materials. It also allows them to get outdoors checking the rain,gauge, the wind speed and also the temperature using a thermometer.Overall, I think the activities provided in module one have a great scope to be differentiated and altered slightly to suit many age groups. They not only provide opportunities for children to improve their stem skills also skills such as investigating monitoring, analyzing recording, interpreting, which is very important, especially for the older classes.