[Grace Lynch]

Hello David,

Thank you for your response to Module 3!

It is fabulous to hear that you can apply some of these ideas into your classroom! It is great to get the students thinking about their environment and the world around them. They demonstrate such a lively curiosity when aboard the ARC and pose some very interesting questions! Some of which have stuck with me during the Summer.

The content is very flexible and can be cross-curricular which is great for the overall comprehension of the material. Linking what they have learnt from us back into their day to day lives is key and allows for the consolidation of the information and an extra opportunity to digest what it means once they leave the classroom. For example, looking at food labels doing the shopping is a great way to get them thinking about sustainable choices they can make themselves.

Thank you,

Grace

[Grace Lynch]

Hi Catriona,

Thank you for your response to the first module.

I agree that it is so important to teach the students about aquaculture! The many benefits such as environmental conservation, healthy well-being and financially sustaining rural communities (to name a few!) make it such a positive industry for them to be aware of.

It may even inspire them to think about a career in the marine and seafood sector!

Thanks,

Grace

[Grace Lynch]

Hello Orla,

Thank you for your response to the first module.

I agree that the integration of these tools and resources presents so many opportunities. The cross-curricular connections you’ve highlighted— between environmental awareness in Geography, healthy eating in SPHE, and the historical aspects of agriculture and aquaculture in History—demonstrate just how versatile and flexible this content can be.

Introducing aquaculture to students at an early age can create lifelong healthy habits not just in a nutritional sense but also how beneficial it can be to the environment! It might also spike the curiosity of some students and  inspire them to take a career path in the marine sector.

Thank you,

Grace

[Grace Lynch]

Hi Siobhan,

Thank you for your response to the first module!

We are very thankful for the digital resources we have aboard the ARC. They’re a fantastic tool to promote engagement with the students. The headsets for example have audio as well as video footage. Some of the information given to the students during this activity is then tested at the end of the day with a buzzer style quiz which always generates great enthusiasm amongst the class! They are learning while having fun, so it is a win-win for all.

Spreading awareness around sustainable practices especially in food production is so important as the students can then see how their choices will effect the environment around them. Day to day habits like looking at food labels, shopping locally and even taking part in community-driven organisations all instil a level of responsibility to look after their environment and act respectfully towards resources like the sea (as an island it is especially relevant for us!)

Thank you,

Grace

 

 

[Grace Lynch]

Hi Colette,

Thank you for your response to Module 3!

I like the way you have phrased that, where you say we are bringing the sea to the students! I often find that during the Virtual Reality headset activity, the children are just mesmerized by the visuals of the sea. Although we would love to bring each and every ARC visitor to the sea, ‘bringing the sea to them’ is quite a close second!

The quiz is another great activity we have on board and we are yet to have a student not get excited by the buzzers! It is a fun and casual way to test their knowledge where they are learning and having fun simultaneously. There is an element of peer-assessment also, as other teams have the opportunity to guess the answer if the wrong answer is given. The students show a high level of engagement with this and as most of key points of the workshop are re-visited during this time, it gives them a chance to re-address anything they might have missed/misunderstood.

You are correct in saying the scope for the integration across subjects is huge. Many of topics associated with the aquaculture industry are cross-curricular from geography, biology, SPHE, SSE and mathematics to name a few! The potential is massive indeed.

Thank you,

Grace

• This reply was modified 11 months, 4 weeks ago by Grace Lynch.

[Grace Lynch]

Hi Fionnuala,

Thank you for your response to Module 3!

The incorporation of local environment issues into the classroom provide the students with the opportunity to digest material that has an increased level of relevancy and allows them to explore sustainability in STEM subjects as a concept from a more personal perspective.

Inquiry and project based learning are student based learning techniques that allows for their natural curiosity to be nourished as well as them having the flexibility to explore an answer for themselves. I like the examples you mentioned here which would be great for the students to investigate further to truly understand the different processes involved in the Irish aquaculture industry.

When the content is engaging and accessible it generates a natural enthusiasm from the students. I think the idea of data collection projects is a fantastic way for them to hone their collaborative skills and it also gives the students  a taster of what it is like to carry out such projects and handle information in a more sophisticated way. It may inspire them to think about STEM based career paths down the line!

Thanks,

Grace

 

 

[Grace Lynch]

Hi Colette,

Thank you for your response to the first Module!

I completely agree, the non-traditional classroom setting of the ARC makes for a very stimulating and exciting day for the students!

Many of the topics discussed on the ARC can be referenced by the students in their day-to-day lives which is great for applying what they learnt outside of the classroom. It allows them to explore aquaculture as concept that is personal to them.  As you have mentioned here with the Young Chef Ambassador Programme which might appeal to a student more inclined to the culinary side of things while a student more interested in STEM subjects would be interested in the biological nuances of the sea.

Giving the students the opportunity to take autonomy over their learning allows for the information to be re-consolidated in a different way to traditional classroom-based learning.

Thanks,

Grace

[Grace Lynch]

Hi Mark,

Thank you for your response to Module 2!

You are correct in stating the rugged coastline along the West of Ireland is suited to farming in the sea. The shelter provided by the bays and inlets prevent equipment being damaged thus decreasing replacement/repair costs as well as allowing easy access to the inhabitants living in the islands/coast near to aquaculture sites.

As you rightly point out, aquaculture has a significant ripple effect on local communities beyond the immediate marine sector. From employment in transport, retail, and hospitality to the need for skilled tradespeople, the industry supports a wide range of jobs and helps sustain rural economies. This is especially valuable in more isolated/rural areas, where traditional employment opportunities may be limited.

Thank you,

Grace

[Grace Lynch]

Hi Karl,

Thank you for your response to the third Module!

Connecting science, maths, and technology through real-world practices from the great examples you have mentioned here, makes STEM subjects all the more applicable and engaging for pupils. I also like how you have highlighted the socio-economic aspects of aquaculture. This is an excellent way to broaden students’ perspectives and introduce them to potential future career paths.

The Marine Sustainability Week or a student-led Aquaculture Team sounds like an excellent initiative! A fabulous way to promote ownership, cross-curricular collaboration, and deepen pupils’ connection to environmental issues.

Thank you,

Grace

• This reply was modified 12 months ago by Grace Lynch.
• This reply was modified 12 months ago by Grace Lynch.
• This reply was modified 12 months ago by Grace Lynch.

[Grace Lynch]

Hi Evelyn,

Thank you for your response to Module 4!

It is great to hear that this module has given you ideas for your class! Omega-3 is a great one for the students to be aware of themselves as it is especially important for brain development in childhood thus allowing them to reach their full potential into adulthood.

Real-world application of what is taught in the classroom is a great way to consolidate the information freshly relayed to them and allows them think about what they choose to consume on a deeper level and how their choices will not only effect them themselves, but the environment around them.

Thank you,

Grace

[Grace Lynch]

Hi Marguerite,

Thank you for your response to Module 5!

Real-world application of sustainable practices makes it so much easier for the concepts to be taught in the classroom. Witnessing everyday habits in their local area allows them to see the differences we can all make in a way they can relate back to themselves. A sense of respect and responsibility for their environment can be enforced from posing questions as you have mentioned here as it allows them to come up with their own solutions and approach sustainability as a concept on their own terms, thereby giving them the opportunity to independently navigate eco-friendly implementation.

Thanks!

Grace

[Grace Lynch]

Hi Evelyn,

Thank you for your response to Module 2!

Ireland’s rugged coastline is perfect for aquaculture farms. Shelter from storms is definitely an ideal local condition as it will reduce costs for the farms as it prevents harm to equipment that will have to be replaced/repaired as well as decreasing the likelihood of predators gaining access to the fish if there was to be a rip in oyster bags/ hole in salmon pen nets for example.

The Gulf Stream is key to the ‘Goldilocks climate’ in Ireland which allows for high levels of food production all year round. However the rocky terrain along the West makes it less suitable for land farming which is why aquaculture is all the more important for the people living there by means of income and tourism boosting as you have mentioned. The culinary experience involved in some communities along the West Coast also has a part to play in the tradition of a particular area i.e, Dingle in Kerry is known for their top quality seafood production with 32 businesses involved in the aquaculture industry! This has boosted tourism and brought income to Dingle Bay.

Cross-curricular learning is so beneficial to the students as it allows for a learning opportunity where information can re-consolidated and perhaps even understood better when thought of in relation to a different topic.

Thanks,

Grace

[Grace Lynch]

Hi Isobel,

Thank you for your response to Module 1!

The interactive activities always generate great excitement for the students on board the ARC! They allow for the student to explore their senses in a different way to the traditional classroom methodology. It definitely has promoted enthusiasm and attentiveness during the workshop with the students which makes it easier for students to take in what they have learned on the day and make for a more well-rounded learning experience. Not only this but it appeals to students who might have a different learning style i.e a visual learner who could benefit from using the VR headsets for example.

The crossover with multiple different subjects as you have mentioned here with SPHE, STEM and Geography creates a dynamic classroom environment where open discussion is welcomed and each student is involved in contributing as much as they can!

Allowing for this knowledge to be accessible to students goes hand in hand with social licensing. The promotion of aquaculture in Ireland is so important for us as an island so that we know how best how to nurture this resource that benefits not only our environment but our economy too.

Grace

[Grace Lynch]

Hi Sandra,

Thank you for your response to Module 5!

It is great to hear that there are sustainable practices implemented into your school. I especially like the idea of the student council as I feel it gives the students a chance to explore sustainability on a personal level and come up with their own ideas to put into practice! Knowledge dispersal throughout the family is great and it gives the students a chance to consolidate what they have learnt in the classroom by re-hashing it out with their families in their homelife.

Community led efforts are so fantastic for the promotion of environmental stewardship by encouraging a sense of responsibility for each individual to look after their surrounding areas. This makes long-term change all the more likely.

Thanks,

Grace

[Grace Lynch]

Hi Brian,

Thank you for your response to Module 1!

Yes aquaculture is often overlooked which is a little odd as it is such an interesting and vast topic that can link in with many different parts of the Irish curriculum!

Social licensing is very important when it comes to the Irish aquaculture industry as it allows for the public to see how beneficial it is not only to our economy but to our environment as well!

Thanks,

Grace

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