[Eimear Casey]

Exploring the ARC online lessons has shown me how easily aquaculture can be used to develop meaningful STEM learning in the classroom. The four lessons—What is Aquaculture?, The Nutrition of Seafood, Aquaculture and the Community, and Sustainable Irish Seafood—provide opportunities for pupils to investigate real-life issues, ask questions, analyse information and communicate their ideas.

The lesson that particularly interested me was The Nutrition of Seafood. I was surprised to learn about the nutritional benefits of mussels, including their iron content. I have recently discovered that I have an iron deficiency, so I am now considering adding mussels to my diet more regularly. This lesson could also encourage pupils to think about healthy food choices and the importance of a balanced diet. It would be important to approach the topic sensitively, as some children may also have low iron levels or anaemia, without making assumptions about individual pupils.

This resource aligns with the STEM Education Policy Statement by developing inquiry, critical thinking, problem-solving and communication skills. Pupils could research seafood nutrition, create graphs, compare foods and design a healthy meal. As part of the school-wide SSE process, teachers could work together to identify how often pupils engage in practical, cross-curricular STEM activities, gather pupil feedback and set targets for improving STEM learning. Progress could then be monitored through pupil work, reflection and increased confidence in applying STEM skills to everyday life.

[Eimear Casey]

Hi Catherina, I only learned about Ireland’s fjord today in this course. I would love to make a trip up to sample the fresh oysters! I notice this is a big tourist attraction in cities like Vancouver, Melbourne and Perth. Perhaps, Ireland needs to do more to make it a larger part of the tourist trail. Students should be exposed to and proud of our local food and culture!

[Eimear Casey]

Reflecting on the location of aquaculture farms in Ireland has helped me appreciate how closely the industry is connected to coastal communities and local economies. Aquaculture farms are mainly located along the west, southwest and northwest coasts, where clean waters, sheltered bays and suitable environmental conditions support the farming of species such as salmon, mussels and oysters.

As someone from County Clare, I have a personal connection to the importance of locally produced seafood. I regularly shop in Ennis, where I can buy fresh fish from Doonbeg. I also enjoy buying seafood from a food truck that comes from Killybegs in Donegal. These experiences have made me more aware of the journey seafood takes from coastal communities to local towns and families. They also show how seafood supports businesses beyond the farms themselves, including markets, food trucks, restaurants, transport companies and tourism.

I also think aquaculture could provide valuable learning opportunities for children in schools. Using resources such as BIM’s Aquaculture Remote Classroom, pupils can learn about how salmon, mussels and oysters are farmed and develop a better understanding of the connection between the sea, local communities and the food on their plates.

[Eimear Casey]

Hi Niamh, I really enjoyed reading your reflection and completely agree that aquaculture offers so many meaningful learning opportunities. It is so lovely that you can speak from personal experiences when talking about your granddad being a fisherman. Perhaps it will open some childrens eyes up to other hands on job prospects for the future. I liked how you explained the idea of social licence through balancing environmental, economic and socail responsibilities. It ties closely to the important classroom concepts of fairness, listening to others, and caring for the environment, as these are concepts children can easily relate to.
<p class=”my-2 [&+p]:mt-4 [&_strong:has(+br)]:inline-block [&_strong:has(+br)]:align-top”>I really appreciated your point about helping students make the connection between the food on their plates and Ireland’s coastal communities—it’s something I’ve been thinking about a lot too. So many children see seafood as just another item in the supermarket, with no real understanding of the journey it took to get there. In my own teaching, I’ve tried to bridge that gap by starting with simple questions: “Where do you think this fish came from?” or “Who do you imagine caught or farmed this?” It’s amazing how often the answers reveal a complete disconnect from our marine environment. The BIM ARC resources show real life examples around Ireland which children can connect to – from their holidays in Cork, Connemara etc.</p>

[Eimear Casey]

Part one

I am a teacher working in a village in county Clare. We are close to Clare’s beautiful beaches and the sea – with fishing in Doonbeg, Ballyvaughan and Doolin. Furthermore, in the village, there has been a tradition of net-fishing for salmon on the River Fergus, in our locality in, Co. Clare. I was made aware of this a few years ago from a student whose family is steeped in this family tradition. We engaged with the local community and heritage group to learn more about this tradition and the boats involved. Many of the children are not aware of what is in their local environment. We are fortunate to have so many local historians to help teach the students about this part of the history of the area. I want to learn more to help engage children with what surrounds them in their local area.

 

Part 2:

Social licence projects (BIM) of Taste the Atlantic sounds like a great experience linking up to the wild Atlantic way. The experience at the Burren Smokehouse is a great innovative which is within close proximity to my school. It looks like an interactive, informative experience. The students would enjoy all the different senses – new smells and tastes for some!

 

Part 3

I really liked the BIM lesson based on ‘Sustainable Irish Seafood’. The links to home life and breakfast at the beginning were very engaging for students! The quiz would be a good means of assessment after. Child could complete it individually as an end of module assessment or in pairs as part of a reflective task. The Google docs form is very clear.

[Eimear Casey]

<p style=”text-align: right;”>I am a teacher working in a village in county Clare. We are close to Clare’s beautiful beaches and the sea – with fishing in Doonbeg, Ballyvaughan and Doolin. Furthermore, in the village, there has been a tradition of net-fishing for salmon on the River Fergus, in our locality in, Co. Clare. I was made aware of this a few years ago from a student whose family is steeped in this family tradition. We engaged with the local community and heritage group to learn more about this tradition and the boats involved. Many of the children are not aware of what is in their local environment. We are fortunate to have so many local historians to help teach the students about this part of the history of the area. I want to learn more to help engage children with what surrounds them in their local area.</p>

• This reply was modified 3 months ago by Eimear Casey.

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