Forum Replies Created
-
Posts
-
Hi Jane,
I agree I think starting with the classroom discussion real impact will start when the bring this discussion home. There are plenty of opportunities for change simply by having that discussion at home. Parents may be unaware of how impactful small changes could be.
Sustainability can be seen in many parts of my local area, such as recycling, reducing waste, protecting green spaces and looking after local rivers and waterways. This module has made me think more about how I could teach pupils about sustainability in simple and practical ways
In the classroom, I would encourage pupils to look at how sustainable our school and local community are. For example, we could look at how much waste the school produces and discuss ways to reduce it. We could also learn about recycling and saving energy. Pupils could take part in a local litter pick or go on a nature walk to look at the plants, animals and habitats around them.
I think linking sustainability to pupils’ own surroundings would help them understand why it is important. It would also show them that small actions can make a difference and encourage them to take more care of their local environment.
Very interesting points regarding healthy eating policies and the school lunches. It is a great way to start the discussion of nutrients and where we get the nutrients we need to be healthy. Also an opportunity to discuss there own understanding and likes and dislikes when it comes to seafood.
This module encouraged me to reflect critically on how healthy eating is presented through the Food Pyramid. I have never been a strong believer in the Food Pyramid, as I feel it places too much emphasis on carbohydrates and not enough on nutrient-dense foods such as seafood and quality sources of protein. If I were designing it, I would give seafood and protein a much more prominent
The module also increased my understanding of the nutritional value of seafood. While I was aware that fish was healthy, I had not fully appreciated its richness in essential nutrients such as Omega-3, iron and Vitamin D. I found it particularly interesting that mussels and oysters are excellent sources of iron, while salmon provides Omega-3 and Vitamin D, supporting brain development, heart health and strong bones.
As a primary teacher, I would use the Food Pyramid as a starting point for discussion rather than presenting it as a definitive guide to healthy eating. I would encourage children to think critically about nutrition and the benefits of different foods, while also highlighting the nutritional value and sustainability of Irish seafood. This module has reinforced for me the importance of taking a balanced and informed approach to nutrition education
I also agree the clean up initative is a great idea and is beneficial for the community the environment and the students get a great sense of achievment.
Engaging with the ARC online lessons and resources has made me reflect on how many opportunities there are to use real-world topics to create meaningful STEM learning experiences for pupils. Before exploring the resources, I had not fully considered how aquaculture could provide such a broad and engaging context for learning. The lessons cover areas such as what aquaculture is, seafood nutrition, the importance of aquaculture to local communities, and sustainable Irish seafood. I particularly liked how these topics are connected to issues that pupils can see and understand in the real world, rather than STEM being presented as a collection of abstract concepts.
As a teacher, I can see myself using aquaculture as a starting point for pupils to ask questions, investigate problems and come up with their own solutions. Working with the senior classes, I could encourage pupils to design their own sustainable fish farm, investigate the environmental impact of aquaculture, or compare different methods of seafood production. I think activities like these would give pupils a genuine reason to use their STEM knowledge while also developing important skills such as problem-solving, critical thinking, creativity, collaboration and communication. It would also allow pupils to take more ownership of their learning, as they would be exploring questions and challenges that do not necessarily have one straightforward answer.
One of the main things I have taken from the ARC resources is that STEM learning does not have to involve expensive equipment, complicated experiments or highly structured activities. Sometimes, a familiar and relevant topic can be enough to spark curiosity and encourage pupils to investigate further. I feel that using a topic such as Ireland’s aquaculture industry could help pupils to see that the science and mathematics they learn in school have a real purpose beyond the classroom.
Overall, engaging with these resources has encouraged me to think more creatively about how I approach STEM in my own classroom. I would like to use local and relevant topics more often to help pupils make connections between their learning and the world around them. I feel that this approach could make STEM more engaging and meaningful for my pupils, while also helping them develop the confidence and skills needed to think critically and find solutions to real-world challenges.
yes I agree 1-2% used for aquaculture is a fascinatingly small amount and really dos highlight the need for sustainability.
Overall, learning about aquaculture in Ireland has given me a greater appreciation of the role it can play in supporting coastal communities. I now see aquaculture as being about much more than farming seafood. It can contribute to employment, local economies and community development, while also connecting people with the marine environment. In many coastal communities, working on or around the sea is part of the local identity and way of life. Aquaculture can provide opportunities for people to remain living and working in their local area rather than having to move elsewhere for employment. This It has also made me reflect on the importance of finding a balance between economic opportunities, environmental sustainability and the needs of local communities. I think this would be a valuable perspective to share with pupils, as it could help them understand how the choices we make about our marine environment can have an impact on people, communities and the future of our coastline.
I agree, I was also very unaware what was going on in our coastal areas and never really considered Farming at sea. I found it very interesting learning about this and what we produce. As I work in a school close to a coastal area it would be great to incoporate aquaculture into SESE lessons and the connection with our local community
Learning about aquaculture and social licence has made me reflect on how these topics could be brought into the classroom in a meaningful and engaging way. Before exploring the topic, I had not fully considered how much learning potential aquaculture could offer. It is something that many children may know very little about, yet it provides a valuable opportunity to help pupils understand where their food comes from and how fish and other marine animals are farmed. I feel that using videos, photographs, online resources and interactive activities could make the topic more relatable and help children develop a genuine interest in learning about aquaculture.I was particularly interested in the idea of social licence and how it could encourage pupils to look at an issue from different perspectives. It made me realise that learning does not always have to be about finding one correct answer. Pupils could explore the benefits of aquaculture while also considering some of the concerns people may have about the industry. Giving children the opportunity to discuss different opinions, ask questions and explain their own views could help them become more confident communicators and develop their critical-thinking and decision-making skills.
Reflecting on this, I can see how these topics could connect naturally with areas such as Science, Geography, SPHE and SESE. They could provide opportunities for pupils to learn about our oceans, sustainability and the importance of making responsible choices about the environment. I also think introducing children to aquaculture could broaden their awareness of the different careers connected to the marine environment and help them see how what they learn in the classroom relates to the world around them.
Overall, learning about aquaculture and social licence has made me realise that these topics could offer much more than simply learning about fish farming. They could encourage children to become curious, ask questions, consider different perspectives and develop a greater appreciation for our marine environment.
I completely agree that these resources are a great way to inspire environmental awareness, understanding and citizenship. It also helps students to have a greater understanding of where there food comes from. While also appreciating how their food gets to their plates. These resources will also give students the opportunity to explore the various career opportunities n marine life that they may of been unaware that existed