Forum Replies Created
-
Posts
-
Hey Helen. I agree that involving pupils in outdoor activities can make sustainability much more meaningful and memorable, I mentioned that in my own post. I think the idea of taking pupils on a local walk or beach visit is a great way to help them recognise the positive actions already happening in their community. We were lucky to do it in my school last year and it was something the children talked about for a long time after it happened. The use of photographs, drawings and surveys would also allow pupils to engage with the topic in different ways. I especially like your idea of creating posters or a class project, as this gives pupils an opportunity to take ownership and encourage others to care for their local environment.
Living in Bray Wicklow, I have become aware of the importance of sustainability within my local community, particularly through the protection of our coastline. My school has already engaged in a beach clean-up, which proved to be a very successful and worthwhile experience for all the children involved. It gave pupils the opportunity to take action and see first hand how litter can impact our local environment. It also encouraged teamwork and helped the children understand that small actions can make a positive difference.
This particular experience made me reflect on how important outdoor learning can be when teaching sustainability. I would encourage pupils to take part in outdoor investigation activities, like exploring the beach, identifying and categorising different types of litter, and discussing where the waste may have come from and how it could affect marine life. Pupils could also investigate ways in which we can reduce waste both in school and at home.
I believe that connecting sustainability to the children’ s local environment makes learning more meaningful. By actively participating in protecting Bray’s seafront, pupils can develop a greater sense of responsibility and appreciation for their community and the natural environment.
Marie, I enjoyed reading your reflection. I liked how you highlighted the many opportunities to integrate the topic of seafood nutrition across different subhect areas. Your examples of using nutrition labels in maths and exploring Ireland’s fishing communities in Geography show how meaningful cross curricular learning can be.
I also agree with your point that seafood likely would not be a regular part of many children’s diets. Schools can play an important role in introducing children to healthy food choices and encouraging conversations at home. I particularly liked your idea of creating a class recipe book. What a lovely way to celebrate different family traditions and cultures while giving children ownership of their learning. It would also probably encourage children to try new foods and develop positive and healthy eating habits that extend beyond the classroom.
I have developed a greater appreciation of how important seafood is in maintaining a healthy and balanced diet. Before engaging with this module, I knew that seafood was considered a healthy food choice, but I was surprised by the range of nutrients it provides, including high protein, omega-3 fatty acids and vitamin D.
Reflecting on my own teaching practice, I can see many opportunities to incorporate this knowledge into the classroom. The lesson could be integrated across several subject areas, including Science, SPHE and Geography.. For example, pupils could investigate the nutritional value of different types of seafood, create balanced meal plans or explore the journey of seafood from sea to plate. These activities would encourage critical thinking and collaboration while helping pupils make decisions about healthy eating and lifestyles.
I also think this topic provides an opportunity to discuss sustainability alongside nutrition. Children can learn that making good food choices is not only beneficial for their own health but can also have a positive impact on the environment. This real world context makes learning more meaningful and encourages children to think about potential implications from their everyday choices.
Overall, this lesson has encouraged me to incorporate more real-life contexts into my teaching, helping pupils develop scientific understanding, health awareness and responsible decision making skills that they can apply outside of the classroom
Hi Robert, I think you made a great point about how the ARC resources help pupils connect STEAM learning to real world issues, particularly for children who may have little knowledge of Ireland’s marine environment. Having your experience as both a former STEAM and current IT coordinator also gives you a perspective on how these resources could be used across a whole school.
I particularly liked your suggestion of creating a shared bank of STEAM resources as part of the school self evaluation process. This would not only help with teacher collaboration but also ensure consistency in providing engaging and inquiry-based learning experiences for pupils. Your reflection highlights how STEAM can be integrated meaningfully across the curriculum while developing key skills such as problem solving, communication and critical thinking.
After looking at the ARC online lessons and resources and looking at Lesson Four which is about Sustainable Irish Seafood, I found it to be a great example of how STEAM education can be brought to life through a real-world context that is both relevant and engaging for pupils. The lesson highlights the importance of Sustainability, Biodiversity and responsible food production while encouraging pupils to investigate, question and think critically about the environmental impact of our choices. I particularly liked how it integrated Science, Geography and Maths in a meaningful way, while also promoting discussion and problem solving.
Thinking about my own teaching practice, I can see how I could use similar inquiry based activities to make STEAM learning more engaging and relevant. Rather than teaching subjects in isolation, I would like to plan more cross-curricular lessons where pupils explore how to work collaboratively and present their findings. A lesson on Sustainable Irish Seafood could also be adapted to suit different class levels by incorporating practical investigations, digital research and opportunities for pupils to design solutions to environmental challenges.
This approach aligns closely with the STEAM Education Policy Statement, which encourages active, hands-on learning experiences that develop creativity, critical thinking and problem solving skills. It also promotes collaboration, inclusion and real world learning. It also helps pupils to understand how STEAM connects to everyday life and potential future careers. Lessons like this demonstrate that STEAM is not just about science or technology, but about developing the skills and confidence pupils need to become informed and responsible citizens.
Overall, this lesson reminded me that meaningful STEAM lessons are most effective when it is connected to real life issues, encourages curiosity and empowers children to take an active role in understanding and protecting the world around them.
Hey Elaine, I really like your point about how geography influences where aquaculture farms are located. It shows how important it is to work with the natural environment rather than against it. I also agree that these farms play a big role in supporting coastal communities by creating jobs and helping local businesses. These are all points I touched on in my own post.
Aquaculture plays a very important role in Ireland’s coastal economy and in our economy in general. There are many farms located along the west coasts where the Atlantic waters provide the ideal conditions for growing salmon, mussels, oysters, and other shellfish. The aquaculture farm locations are selected because of their water quality, tidal flow, and suitable environmental conditions. Learning about the distribution of aquaculture farms has helped me appreciate how closely the industry depends on Ireland’s marine environment.
I believe aqua culture can make a significant socio-economic contribution to coastal communities. It creates employment opportunities in farming and tourism, helping to support local businesses and families. In many rural coastal areas where employment options are limited, aqua culture provides a stable source of income. It also encourages young people to remain in their communities, which is something Ireland needs at the moment with so many young people emigrating. it also contributes to Ireland’s seafood exports and strengthens the national economy.
With all that being said, I also recognise that our aquaculture must be managed responsibly. Sustainable farming practices are so important to protect marine ecosystems, maintain our high water quality, and preserve biodiversity. Balancing economic growth with environmental protection is crucial to ensure that aquaculture continues to benefit future generations. This module has shown me that aquaculture is more than just food production, it is also an important industry that supports livelihoods, coastal communities, and highlights the importance of sustainable use of Ireland’s marine resources.
Hi Stephanie, I really enjoyed reading your reflection. I agree that introducing aquaculture through local examples would make the learning much more meaningful for children. Children benefit hugely from real life experiences rather than being infront of screens or reading a book. A visit from ARC sounds like a great way to bring the topic to life and engage pupils. I also agree with your point about teaching social licence from a young age, it helps children understand the importance of caring for the environment while recognising the role aquaculture plays in supporting local communities and the economy.
Learning about aquaculture and the idea of Social License has shwon me the importance of balancing economic development with environmental sustainability and community support. I know that these topics have potential for classroom use because they encourage students to think critically about real world issues that affect both local and global communities. Something that is important with todays climate and the issue of global warming. Using resources such as case studies, videos, and having classroom discussions can help pupils understand where aquaculture takes place in Ireland, how seafood is produced, and why public support is important for the success of the industry. The concept of Social License teaches students that businesses need more than legal permission to operate, it shows that they also need the support of the communities where their businesses are located. This provides an excellent opportunity to develop pupil’s’ understanding of citizenship, sustainability and environmental responsibility.