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Hi Sinead
Completely agree that sustainability can be taught at class level; inspired by local projects or groups. Pupils can have direct input by engaging in hands on activity thereby increasing their knowledge, direct responsibility and iawareness of the importance of caring for their environment locally to protect species by reducing litter, engaging in initiatives like ” no mow May” etc.
On a school level our Green School coordinator engages regularly in initiatives such as WOW/COW/SOW Days, planting of trees, litter picking of grounds etc.
Within the classroom I have noticed a reduction of single use plastics with pupils opting for insulated stainless steel bottles.
Introduction of hot meals has resulted in pupils taking in healthier options such as fruit. Food Dudes programme has allowed pupils to try new vegetables or fruits and compost from both these initiatives is used on our school to fertilise the flower and vegetable beds.
Engaging in such activities from a young age allows the pupils to become aware and become more responsible citizens.
I live on the North East coast and until now have been more familiar with the fisheries section than that of aquaculture. I have witnessed the emphasis placed by fishermen on the importance of protecting seas and practices to ensure fish stock for the future generations.
In one of the youtube video attachments reference was given to borrowing our World from the next generation vs inheriting front the previous,. I felt this gave a different perspective and allows one to focus more on how we can implement programmes that can be built on in the future by the next generation. EG focus on the Sustainable Development goals by the United Nation Members. 4 of the 17 goals can be supported by aquafarming.
Locally beach clean ups are run by certain groups. I have been directly in the past in a litter picking, plant watering scheme (taken over by 2 local bodies) Such initiatives are important for biodiversity and protection of species.
I am currently teaching 1st class and found the links for the IUCN REd list of threatened species and the origin green resources that I could use to increase knowledge of the world and our country.
To discuss sustainability I would discuss care for local environments and draw attention to the local Tidy Town Committee where I work.
Locally within our County we could discuss initiatives like beach clean ups, nature walks, litter control and recycling projects
Within our school we focus regularly on Cyber Break and Energy Day – days to allow pupils to focus more on other activities, to gain an understanding of the same and to bring some of this knowledge into their homes or daily routines. In our classroom we could focus more on water conservation when washing hands or engaging in other classroom tasks e.g. cleaning up after Art. Energy sheriffs often “patrol” our classrooms ensuring that lights are off at break and lunch times. Compost bins are in our classroom and pupils from our Green School coordinator class collect it and it is used as a natural fertiliser for our School’s flower and vegetable beds.
Hi Paula
Like yourself I found the information in this module very informative and allowed me to reflect on my own “go-to” protein choices. This has gotten better over time to include more fish or shellfish but it could be better!
The food pyramid allows for cross curricular integration into many lessons such as Science, Art and literacy in particular. Various hands on activities to cater for all learning types could be heart health, creation of a collage for pupils dinner choices, writing a short piece in literacy on seafood – a low fat and typically low calorie protein option which leads to healthier eating. Visit to a local fishmonger or supermarket could further reinforce learning.
I would commence the lesson by showing the food pyramid which was included as a PDF in this module as lesson 1 and start with a focus on healthy eating and how food choices can impact on us in terms of energy.
I would work through each level of the food pyramid allowing pupils to share their own thoughts on food choices and why they are important i.e. their function and what vitamins and nutrients they have.
In Lesson 2 I would draw particular emphasis to the yellow layer “meat, poultry, fish eggs, beans and nuts. I feel that typically pupils would choose or be given meat, poultry and eggs within this sector ; they often like to share news from home and it is evident since the introduction of hot foods these are their “go to choices”.
I would then discuss fish and shellfish options from our County and discuss the nutrients found in these. I would draw attention to how these foods are a high quality protein option which contain a number of nutrients and vitamins notably omega 3 fatty acids, selenium and zinc.
For Lesson 3 a homework task could be to view fish or shellfish options at home or in the local shop. Depending on how much pupils engage with this activity I would most likely go online to a supermarket’s website. I would show examples of seafood , drawing attention firstly to the source of the food, their labels e.g. MSC, ASC and explanation of these terms. Finally I would zone in on their nutrition content drawing particular emphasis to protein and fat.
Where possible (taking into account allergies) I would take in some cooked samples of fish and shellfish. Sharing such information could lead to simple tweaks in a weekly shop to include more seafood as a protein option. More frequent inclusion of this protein supports a child’s overall health and brain development.
Hi Carrie
Like yourself aquafarming is a new area to me (I would be more familiar with the fisheries section). Content in the ARC lessons is excellent for teaching material and to promote skills in STEM lessons – promote thinking, designing and collaboration.I think also the pupils will thoroughly enjoy the “real life” element of the lessons learning about the people behind the produce and job opportunities. And job discussions from the sea to when the produce is served on the table. As you mention above the STEM education policy also emphasises the cross curricular place STEM should hold in our schools, and these resources lend themselves well to cross curricular planning across a number of subjects Science SPHE English – oral – discussion and written activities.
Content in the ARC lessons and resource section are excellent for teaching .
The ARC lessons similar to the STEM education policy promotes active learning, creativity, collaboration and the development of critical thinking skills.
As per the NCCA website Science, Technology, Engineering, and Mathematics (STEM) Education supports children’s capacity to understand and engage fully with the world around them.
Format of the Lessons on the ARC online lessons and resources allow critical thinking and to engage with a “real life “ industry.
Lesson 1 introduces the three main products of aquafarming. Content in the lessons are excellent to promote and foster curiosity in the pupil.
After reviewing lesson 1 it would be excellent for my class to discuss content and question them & see if anyone is aware of any aqua farming in our own county and to discuss those employed directly and indirectly. Lesson 2 lends itself to focussing on topics such as sustainability and healthy eating – SPHE and Science lessons.
iLesson 3 would allow pupils to discuss about what job they would like to work in if employed in aquaculture. Direct and indirect jobs could be discussed. Researching websites in local areas or on the contrasting west coastline of Ireland xwould allow pupils to learn digitally. Lesson could be extended to an English written task or an Art task. Focus on the process vs. what the finished product is.Lesson 4 is excellent to discuss sustainability and our food choices. Opens discussion on job opportunities. The word bubble presented in module 3 for employment opportunities could be excellent on ipads such as Canva.
STEM promotes cross curricular and as suggested above implementation of ARC lessons benefits English, Geography, Science and Art lessons.
Where possible pupils could engage with a visit from an aquafarmer in the county aquafarmer or engage in a visit from ARC or alternatively an online lesson e.g. a webinar.
On my return in September I will be advising staff members of this course and its excellent resources.
Very interesting to read about the socioeconomic importance of aquaculture and job opportunities in many areas but especially on the West coast. Areas of environmental responsibility and sustainability are vital to protect livelihoods of those currently employed and to raise awareness to general public and those who will be employed in these areas in the future.
For a Geography lesson I would start with a map of the World and explain that 71% of Earth is covered in water. I would briefly discuss the socio-economic opportunities that these waters offers.
I would zone in on Europe and then Ireland itself. I would draw attention to the coastline on Ireland’s coasts and introduce cardinal directions North South East and West which are vital for map reading.
I would introduce the term island and show how Ireland is an island surrounded by water with over 7,500 km of coastline and draw attention to the marine landscapes introducing terms such as harbours, bay and beaches and then extend this further to include terms such as estuaries and lakes.
I would zone in on the area that our school is located in. Where possible I would have aerial photographs of the area to help pupils see firsthand mountains, cliffs and beaches and if appropriate landmarks in the area.
Use of online mapping software would allow pupils gain an understanding as to the location of aqua culture farms. I would discuss different types of farms salmon (deep waters, easy to reach areas), oysters (intertidal zones, secluded areas to ensure minimal disruption to trestles and bags) and mussels (requirements similar to those of oyster farms) .I would explain what each farm needs to thrive successfully.
A task to allow pupils discuss in pairs or small groups what coastline and then what exact location would be suitable for each farm .
Mapping and mathematical skills would be introduced and developed.
Part 2:
As noted in module 1 technological developments have allowed aquafarming to be less strenuous on those directly employed in this area. Generation of families may opt to work in this area. Produce from aquafarms are no longer solely exported and are now offered directly to the homemarket. This allows jobs in many areas such as packing eg fishing co-ops, couriers and local hospitality – cafes and restaurants. Tourism is also an area that would benefit from aquafarms allowing people to witness first hand the workings of the farms – how the produce is harvested and explanation of the timeline as to how produce is then served in a as part of a delicious meal in a local restaurant.
Hi Rosemarie
I live near the sea and work in a more urban based school. I agree that pupils are not familiar with their own local environment. Their knowledge is minimal on employment opportunities in their area as a whole. I aim to develop this further across the SEE subjects and having completed module 1 on aquaculture am aware that this is an industry in nearby villages. I am looking forward to sharing resources on my return in September to my classroom and to share with teaching colleagues who are teaching in 5th/6th class bands.
Have thoroughly enjoyed Module 1 Introduction to Aquaculture. My home place is by the sea so am familiar (somewhat from my younger days ) with crab and lobster pot fishing on a small punt and later rod and line fishing for mackerel. The resources mentioned are excellent for displaying on the classroom IWB for aquaculture – mussel, oyster and salmon fishing. Pupils are invested greatly in technology would greatly benefit from the youtube links and also with the ARC classroom. The classroom is accessible for all pupils and the day structure seems excellent allowing pupils to engage in individual and group learning. I feel the lessons would be excellent to allow pupils gain a better understanding of aquaculture and its importance in relieving pressure on land based protein. Each pupil can then reflect on their food sources and review their choices in eating healthy and choosing sustainable food sources. I have recently moved from SET to the classroom and am in a class level lower than that which ARC is aimed at but will share the information with teaching colleagues on my return at a staff meeting.