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The idea of a weather committee is a great one. All help when going for a green flag for the school.
Module 1
After reviewing “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics” (Liston 2018), I can recognize several STEM concepts and activities that I incorporate into my teaching. While my classroom does have areas that promote creativity, I find that the students are more engaged when they participate in teamwork and problem-solving activities outside the classroom. Experience serves as a strong motivator for them, especially when the tasks involve building and construction. I acknowledge that tracking these activities is an aspect I need to improve in!
Is it weather or climate.
The videos are very informative and also incorporate a fun aspect. I plan to use the weather watcher next year. “Nose up high in the sky” is unfamiliar to me, but the kids will have a great time while learning about weather and climate.
Weather detectives
I really enjoy the concept of creating an anemometer and documenting daily observations. This is something that would greatly benefit all grade levels, from the basic idea of using paper cups to more advanced designs that older students might devise. In our school, we were provided with an electronic weather system, but to be honest, the students don’t connect with it. It was part of a green flag initiative, and now it just sits unused. I have utilized classroom materials that allow students to choose how to describe the weather, and we have some thermometers. We might use a rain gauge next year. One year, we made windsocks, and we even had one attached to a fishing rod. The excitement in the classroom was palpable whenever it changed direction.It is a wonderful contribution to your community involving the school in the beach clean up. When children see how they can help it becomes more clear that it’s the future generations they are helping. Landlocked here so our resources are limited.
In our community, sustainability is certainly gaining traction. We have initiated projects such as recycling bottles at our school with support from the broader community, conducting litter clean-ups, and establishing our school garden. I am eager to delve into sustainability through the introduction of the GIY programme, which would provide the school with resources from a company located in Waterford. A walk around the school last year allowed us to identify issues like litter, green spaces, and potential projects to pursue. We compiled our findings and assessed areas for improvement. My hope is that by taking small steps and learning through trial and error, the children will recognise what is effective and what needs refinement. School committees play a crucial role as they enable students to learn from one another and express their opinions. Expanding our garden to cultivate vegetables would be a significant milestone for the school. It truly requires a community to back school initiatives, and the most effective way to achieve this is by understanding the origins of our food.
I love this idea too.i have a friend who teaches near Castletownbere and they have real connection with the locality. I remember many years ago the fish market in that town and the boxes of all types of sea creatures on display
Seafood is one of the most nutritious categories of food. Children may be unaware that it is also shellfish and not just the fish they eat in batter. Seafood provides our bodies with essential nutrients such as protein, omega-3 fatty acids, vitamins, and minerals. Older children are familiar with these concepts and recognize the significant focus on protein in the sports world for growth, repair, and strength. Our Brainfood with these nutrients contribute to keeping our brains, hearts, and bodies robust and healthy. Omega-3 fatty acids are frequently mentioned in discussions about nutrition. Children will find it fascinating to learn that these fats benefit the brain and heart, aiding in better learning, memory retention, and concentration in school. Families take Omega supplements, which can increase children’s awareness of these nutrients. In class, we can talk about the food pyramid, examining where seafood is positioned and its significance. Students could create a seafood menu and conduct a survey throughout the school and wider community.
I agree with the curiosity and nutritional benefits of aquaculture through the ARC. The closest some children get to fish is the cold counter in Dunnes and it’s probably a food they don’t think about at all. Once exposed to the videos, activities and maybe even a visit from the arc would introduce them to ideas about future careers etc.
The materials available in the ARC resources and lesson plans present an excellent chance to incorporate local environmental issues into STEM education. The ARC resources create a context that is particularly pertinent for Irish students, enabling them to engage in STEM activities related to marine ecosystems, sustainability, food production, and climate challenges.
The lessons from ARC emphasise inquiry-based and project-based learning, which is a fundamental aspect of effective STEM education. Students have the opportunity to explore how fish farms function, how water quality is assessed, or how technology aids sustainability in aquaculture.
ARC aligns with the STEM Education Policy Statement by providing accessible and engaging content that addresses real-world environmental issues, promoting collaborative group efforts (such as data collection projects) and offering material that reflects Ireland’s distinctive marine environment, fostering relevance and local connections. In SSE, it can establish a cross-curricular STEM theme, enable whole-school CPD sessions utilising ARC content, and incorporate student feedback and examples of student work from ARC-related activities as evidence for SSE purposes.
I agree to programmes such as Nationwide and others have really placed areas like kilmackelogue in lauragh kerrry on the map. Tourism has increased and created jobs stemming from aquaculture.
Aquaculture in Ireland is mainly situated along the Western Atlantic coastline, in bays, inlets, and along the shore, creating optimal conditions for both shellfish and fish farms concentrated in the these regions. The geographical characteristics of these areas make aquaculture the leading form of agriculture.
Aquaculture directly and indirectly benefits local coastal communities. It opens up a range of career opportunities, including roles for commercial divers to carry out underwater assessments in marine protected zones. It also provides job prospects in commercial fishing, passenger boat operation, as well as skippers and fishing vessel maintenance.
The aquaculture sector offers direct job opportunities in rural coastal regions, with some communities significantly depending on aquaculture for employment, particularly where other economic options may be scarce.
I love the idea of bringing the ARC to the classroom. Kids look at fish being part of a Friday takeaway and not something tangible. Very few children actually fish for crabs or even go fishing. Goes with being landlocked. We were in school in Wexford and our principal took us on a fieldtrip to the oyster beds in Waterford. Still resonates to this day. We didn’t realise the employment opportunities it created until then. Something I would like my students to experience too.
Module 1
The tools presented in this initial module are a fantastic resource for kids. The videos are brief and engaging, which is crucial for maintaining the attention of young learners. The quizzes linked to each video can be completed as group or pair work on their tablets during class. One good quiz involves interviewing a family member at home about their seafood consumption. This activity can also be enjoyable and intriguing while introducing individuals outside of school to the subject. Understanding Aquaculture and Social License is essential. We don’t consume enough seafood here. Maybe we should bring back “Fish on Fridays” in our grad parents days. By exploring Aquaculture, children will gain greater awareness of the resources available in Ireland, and by encouraging discussions about seafood at home this might influence their families as well. The ARC appears to be a remarkable resource for students. Definitely one to consider for the future.
Rockets
The children will learn how to rockets work and use different materials to create and launch. They will begin by discussing what rockets are and have they ever seen one. Then they will view the video below.
Activities will be based on the following:
The squeezy Bottle Rocket:
the children will work in groups and create their rockets. They will learn how the air in the bottle creates a force when squeezed and the rocket is launched. With older classes you can experiment with the angle of how the bottle is held affects the launch of the rocket
The Cardboard Rocket
The children will create rocket using different types of cardboard tubes light and heavy, experimenting how to make the rocket go faster along a string.
Water Rocket
With older children this outside experiment will show how the strength of the water coming from the hose will affect how hight the rocket will fly. Great one to use but be prepared for many soaked bodies.
All children will work at these station in turn where the will use assigned materials and using team work and skills already learned they will design, create and launch their rockets.
Each group will record their results and have a class discussion afterwards on what worked well and what could be improved.
Amazing amount of activities here. I will definitely use from this list particularly the space passport
Rockets
The children will learn how to rockets work and use different materials to create and launch. They will begin by discussing what rockets are and have they ever seen one. Then they will view the video below.
Activities will be based on the following:
The squeezy Bottle Rocket:
the children will work in groups and create their rockets. They will learn how the air in the bottle creates a force when squeezed and the rocket is launched. With older classes you can experiment with the angle of how the bottle is held affects the launch of the rocket
The Paper Rocket
The children will create rocket using different types of cardboard tubes light and heavy, experimenting how to make the rocket go faster along a string.
Water Rocket
With older children this outside experiment will show how the strength of the water coming from the hose will affect how hight the rocket will fly. Great one to use but be prepared for many soaked bodies.
All children will work at these station in turn where the will use assigned materials and using team work and skills already learned they will design, create and launch their rockets.
Each group will record their results and have a class discussion afterwards on what worked well and what could be improved.
