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The ARC online lessons about aquaculture are great for middle primary classes like 2nd, 3rd, and 4th. They help children learn about science, geography, and maths in a fun way. For example, pupils can watch videos about fish farms, use maps to see where farms are, and do activities like building a model fish farm. These lessons get children to think, ask questions, and work together.
This fits well with the STEM Education Policy because it uses real-life topics that children can understand and enjoy. The lessons help pupils practice important skills like problem solving, talking with others, and working as a team.
In our school, we could use these lessons for the School Self-Evaluation (SSE) process by planning a STEM week or inviting someone from a local fish farm to talk to the pupils. This would make learning more interesting and help children connect school work to their own lives and community.
Emily, you’ve clearly explained how Ireland’s unique coastline makes it perfect for aquaculture, especially on the west coast. It’s great to see how aquaculture not only provides thousands of jobs but also helps keep local communities alive by supporting businesses, schools, and traditional coastal ways of life.
Ireland has a long coastline with clean water, sheltered bays, and inlets that are perfect for farming fish and shellfish like salmon, mussels, and oysters. Many aquaculture farms are in small coastal towns and villages, often in the west of Ireland. These places can have fewer job options, so the farms are very important for local people.
Aquaculture creates jobs for people on the farms and others who process seafood, repair nets, or sell fish in shops and restaurants. It also helps local cafes and brings tourists for seafood festivals, which brings money to the area.
We can teach primary school children about aquaculture through maps, videos, and simple activities that show where farms are and why they matter. This helps pupils understand how coastal communities work and why protecting the sea is important. It also connects to subjects like science and geography, helping children learn about jobs, nature, and caring for the environment.
I like how this post links aquaculture to real-life communities, as it makes learning meaningful. I also like the cross-curricular ideas, which give pupils broader skills and understanding.
Learning about Aquaculture and Social License can be exciting for primary school pupils. Aquaculture means farming fish and seafood. Social License is about earning people’s trust and making sure the community supports what you do. Using videos, pictures, games, and fun activities helps pupils see how fish are farmed and why it matters. These tools make big ideas easier to understand.
Pupils can learn how fish farming affects nature, jobs, and the people who live nearby. They also find out why it’s important to listen to different opinions and look after our seas and rivers. Talking about Social License helps them think about being fair, kind, and responsible.
This topic can be part of science, geography, or SPHE lessons. It also helps pupils practice teamwork, problem-solving, and asking good questions. By learning this, they can understand where seafood comes from and why protecting our oceans is important for everyone’s future.
Hi Eimear, I really liked how you linked the experiment to planetary geology and real missions to Mars. Integrating science reports and tables is perfect for developing literacy and numeracy in 6th class.
For Space Week, I would do the Make a Spacecraft activity with my class. First, I’d show the children the materials we need and go through the steps on the picture guide together. Then, we’d decorate our rockets using coloured paper, paint, and glue. Each child could give their rocket a name too.
Once all the rockets are ready, we’d go outside. I’d help each child fill their container with water and add half a fizzy tablet. We’d place the lid on, turn it upside down, and stand back to watch it launch.
Afterwards, we’d sit together and chat about what happened. I’d ask the children to draw their rocket and write a short sentence or two about what they saw. We might even try the launch again using different amounts of water or changing the size of the tablet to see what happens.
Hi Eimear,
I really liked how you linked materials and weather to real-world choices, and the idea of designing outfits makes the learning really hands-on and fun!I would use the Special Life – Life in Space activity with my Junior Infant class to help them get creative and curious. I’d start by reading a fun story like Aliens Love Underpants to grab their attention. After the story, we’d have a chat about what aliens might find interesting or special about Earth—things like animals, flowers, the sea, or even underpants! We’d make a big mind map together with all their ideas.
Next, the children would draw something special about Earth. They wouldn’t show it to anyone yet! We’d sit in a circle, and each child would act it out while the others guess. This would be a fun way to get them thinking and talking.
After that, we could build alien houses or rockets using junk art and blocks. We could even make space slime or paint alien planets. As an extra STEM link, we might look at how astronauts live in space—how they eat, sleep, and float! The children could then build their own “space bed” or “space kitchen” with Lego or classroom materials.
To finish, they could write a short sentence or record a little video describing their alien or invention. This would help build their speaking and early writing skills while keeping things playful and hands-on.
Hi Aisling, I really liked your planting experiment and how you used it to spark curiosity, and the class mural is a lovely creative, collaborative idea!
I would use the Space and Aliens activity with a junior infant class to get them talking, imagining, and having fun. I’d start by reading a space-themed story like Aliens Love Underpants. We’d chat about what we think aliens might look like—How many eyes do they have? What colour are they? What planet do they live on? We could create a mind map.
Next, the children could draw or paint their own aliens and describe them to a partner or to the class. We’d also build spaceships using junk art or blocks, and work in small groups to come up with names and stories for our aliens. We might even take a pretend trip to space and talk about what we see on the alien planet.
As an extension activity, the children could write a short sentence or caption about their alien or spaceship, or we could record short videos of them explaining their alien to the class. This adds a literacy and speaking element to the lesson.
Hi Belinda, I really liked how you used the globe and light to make day and night more visual and fun for young children and your extension activity.
Activity: The Sun and Shadows
I would explore The Sun and Shadows with my class. I would start by asking the children what they already know about shadows and when they notice them outside. Then, we would go into the yard and choose an object or even our own shadows to trace using chalk. We would do this in the morning, around lunchtime, and again in the afternoon. The children would look at how the shadows change size and direction during the day and record their findings with drawings.
Later, we would talk about what we noticed and ask questions like: Why are the shadows longer in the morning and afternoon? Why are they shorter at midday? I would also use a lamp and a globe to show how the Earth moves and how that affects shadows. It’s a great way to get children thinking, observing, and asking questions in a fun and active way.
Hi Deirdre, I love how hands-on and visual your lesson is—great way to help kids understand what plants need to grow!
One fun inquiry activity I’d use in class is getting students to create their own planet. After learning about the planets in our solar system, I’d ask them to design a brand-new planet using what they know. They’d think about things like size, how far it is from its star, what the planet looks like, if it has weather, and whether any living things could survive there. The big question would be: What makes a planet special or able to support life?
I like this kind of activity because it gives students room to be creative while also thinking scientifically. They’d do some research, share ideas with classmates, and present their planet to the group. It’s a great way to get them thinking deeply without just memorising facts. Plus, as we go through each new space topic, they could go back and add new ideas to their planet design, which keeps the learning going!
