Forum Replies Created
-
Posts
-
This sounds great Shirley. I love the idea of taking potatoes home for Christmas, imagine the joy they will have doing that. Love the book recommendations also thanks!
In our local area, we practice sustainability through various community initiatives. For example, we have community gardens where people grow their own vegetables, reducing the need to buy from stores. We also have good recycling programs with clear instructions on how to separate waste, and regular pick-ups. Many schools and businesses are using energy-efficient practices like solar panels to save energy too especially out in the country/ rural areas. To get my pupils involved in sustainability, I would start with hands-on activities and projects related to what our community is doing. We could visit a community garden to learn about growing vegetables and the benefits of local food. After that, we could start a small garden at school where students take turns caring for the plants and grow their own veg to take home once grown. We also do ‘Picker Pals’ in our school which is a fun and important activity. On a Monday before home time, we pick that weeks ‘Picker Pal’ to take home the rubbish picker. We keep a ‘Picker Pal Diary’ where we take a picture of the child with it each week and put it into the diary. They love it. We could also do a recycling project where students create art or useful items from recycled materials. This teaches them the importance of recycling while sparking creativity. Additionally, we could invite local experts to talk about renewable energy and visit places that use solar panels to see sustainability in action.
Hi Sinead, this is soo so true especially for the older children. Many times I have heard them saying they will have fish fingers etc but if we just told them to swap them for fresh fish and the benefits then maybe we can help 1 family think of being more mindful which would be a bonus to all.
Using the story ‘Salmon of Knowledge’ and the food pyramid as a stimulus you can explain that seafood is very healthy, providing lots of good things our bodies need, like protein, omega-3 fatty acids, vitamins, and minerals. Omega-3s are important because they help our hearts and brains stay healthy. Different kinds of seafood give us different nutrients, so eating a variety is great for our diet. In the classroom, teachers can use this information to create fun and interesting lessons. They can mix subjects like science, health, and the environment to explain why seafood is good for us. Activities like trips to local fish markets, which our local seafood area would be Carlingford Lough where they have their own mussels, oysters etc, can make learning about seafood exciting and hands-on. Talking about the importance of sustainable seafood and responsible fishing can also teach students how to care for the planet. Learning about the benefits of seafood helps students make healthier food choices and learn about different cultures’ foods. Overall, teaching kids about seafood nutrition helps them understand how to stay healthy and make good choices.
Hi Rachel this sounds like a great and interactive, hands on lesson. I love how you can integrate the second lesson ‘Nutrition of Seafood’ across other subjects and link in the importance of seafood and aquaculture. There are so many fun and creative art lessons you could also do with dioramas etc.
As stated in previous module, in our educational system, agriculture often takes precedence over aquaculture, a bias clearly reflected in our textbooks that predominantly focus on farming. This observation has made me keenly aware of the need to advocate for sea farming and its diverse aspects. The ARC videos serve as an outstanding resource for highlighting the importance of aquaculture in Ireland, sparking discussions on this type of farming and offering a basis for comparing it with agriculture. I believe our SSE should place greater emphasis on aquaculture, its relevance, and the opportunities it presents today, especially given the extensive sea farming activities in Ireland. For senior primary school students, I aim to highlight the various facets of sea farming and its links to STEM fields. This will introduce students to a range of career options within the aquaculture industry, such as roles for engineers, fishermen/women, marine biologists, and commercial divers. This approach will help children discover the numerous ways people engage with the sea. Additionally, I too plan to explore the Blue School Award with my class, as I am certain many students will find it fascinating.
Aquaculture farms in Ireland are mainly located along the coast, taking advantage of the clean waters of the Atlantic Ocean, bays, and estuaries. These farms grow various species like salmon, mussels, oysters, and seaweed. The location of these farms supports coastal communities in many ways:
Job Creation
Aquaculture farms provide jobs directly on the farms and indirectly in areas like processing, distribution, and marketing. This helps create stable, year-round employment for local residents, which is more reliable than seasonal fishing jobs.Economic Stability
Having aquaculture farms helps diversify the local economy, reducing dependence on traditional fishing. This makes the local economy more stable and less vulnerable to changes in wild fish populations and market prices.Local Business Support
These farms support other local businesses such as equipment suppliers, feed producers, and maintenance services. They also encourage the development of local processing facilities, which add value to the aquaculture products and keep more money within the community.Skills and Innovation
Aquaculture encourages learning and innovation. Workers gain specialised knowledge in marine biology and sustainable farming. Partnerships with research institutions help bring new scientific advancements into the industry.Environmental Care
Modern aquaculture practices focus on sustainability and protecting the environment. Responsible farming methods, such as using sustainable feed and minimising chemicals, help maintain healthy marine ecosystems, which are crucial for the community’s long-term prosperity.Cultural and Social Benefits
Aquaculture supports the preservation of maritime traditions and strengthens community ties. It maintains cultural heritage and fosters a sense of collective responsibility and pride.Food Security
Aquaculture farms contribute to food security by providing a reliable, sustainable source of high-quality seafood. This reduces reliance on imported seafood and ensures that fresh, nutritious food is available locally.Tourism and Education
Aquaculture can attract tourists and educational activities by offering tours and interactive experiences that highlight sustainable farming and marine conservation. This creates additional income and raises public awareness about the importance of aquaculture.In summary, the location of aquaculture farms along Ireland’s coast is vital for the socio-economic growth of coastal communities. They provide jobs, support local businesses, promote sustainability, and enhance food security, making them a key part of Ireland’s coastal economy and culture.
I found this module truly engaging, and the videos were straight to the point and realistic watch. I am certain that my students would be shocked by this topic as well. Only some of them come from agricultural backgrounds, so I know they would be eager to learn about aquaculture. We rarely put emphasis on aquaculture, its more so agriculture so it would be good for them to know the difference. Introducing them to concepts like Aquaculture and Social License will enhance their understanding of how their own actions affect the environment and society. This knowledge can instil a sense of responsibility towards sustainable practices and ethical decision-making in their future endeavours. With this insight, students can make informed decisions about the seafood they eat, promote sustainable practices in their communities, and potentially pursue careers in fields that emphasise environmental and social responsibility. This education can push them to become proactive contributors and to be more sustainable in their choices.
Ahhh this sounds fantastic and they would love the idea to bring their dads/grandas or whoevers gloves from home in!! Love this. Thanks
Hi Susan,
This sounds so fun and effective. I would be more into that than some of the children probably!! A nice fun and competitive activity!! will definitely be trying out. Love how music is incorporated also.
Space Week Class Plan for Junior Infants
Objectives:
Introduce students to basic concepts of space, including planets, stars, and astronauts.
Encourage curiosity and enthusiasm about space exploration – Questioning.
Provide hands-on activities to reinforce learning through play and creativity.
Throughout the week I will· Decorate the classroom with space posters and hanging planets to create an immersive environment.
Play soft, space-themed music during activities to keep the theme present throughout the week.
Day 1: Introduction to SpaceTheme: What is Space?
Activities:
Story Time:
Read a space-themed book, such as “There’s No Place Like Space” by Tish Rabe.
Discuss the story and ask students what they found most interesting.
Questioning throughout story time.
Interactive Discussion:
Show pictures of planets, stars, and astronauts.
Explain in simple terms what space is and who astronauts are and what they do.
Use physical resources like a toy rocket and planets to make the discussion more engaging.
Art Activity:
Materials: Black card/paper, white chalk or crayons/ metallic markers, star stickers.
Activity: Create a night sky scene by drawing stars and placing star stickers.
Day 2: Exploring PlanetsTheme: The Planets in Our Solar System
Activities:
Circle Time:
Sing a simple planet song to the tune of “Twinkle, Twinkle, Little Star” to introduce the names of the planets.
Planet Colouring:
Materials: Printable planet colouring sheets, crayons, markers.
Activity: Colour pictures of different planets and talk about and question one or two interesting facts about each planet as they colour.
Sensory Play:
Materials: Sand, small pebbles, toy rockets, and astronauts.
Activity: Create a small “moon” or “Mars” sensory bin where students can play with toy rockets and astronauts.
Day 3: Stars and ConstellationsTheme: What are Stars?
Activities:
Starry Sky Projector:
Materials: A star projector or flashlight with a star cut-out (Can get on amazon they’re great for cool downs).
Activity: Darken the room and project stars onto the ceiling, explaining that stars are far-away suns.
Constellation Craft:
Materials: Black card/paper, white chalk, star stickers, constellations templates.
Activity: Use the templates to create constellations with stickers and chalk.
Star Movement Activity:
Materials: Star cut-outs.
Activity: Place star cut-outs around the room. Have students “hop” from star to star, practicing counting as they go- They’re making their own star constellations by hopping from star to star.
Day 4: Astronauts and Space TravelTheme: Life as an Astronaut
Activities:
Dress-Up Play:
Materials: Simple astronaut costumes or helmets (can be made from cardboard and foil).
Activity: Pretend play where students can dress up as astronauts and imagine going to space.
Rocket Craft:
Materials: Toilet paper rolls, paper, glue, markers.
Activity: Create rockets using toilet paper rolls and paper. Decorate them with markers and stickers.
Movement Activity:
Activity: “Blast off” by jumping high into the air and practicing counting down from 10 with their hand-made rockets.
Day 5: Space Week Review and CelebrationTheme: Space Week Recap
Activities:
Space Bingo:
Materials: Bingo cards with pictures of planets, stars, rockets, and astronauts.
Activity: Play a simple game of Space Bingo to review what they’ve learned.
Space Snacks:
Materials: Star-shaped cookies or fruit, juice.
Activity: Have a space-themed snack time and discuss their favourite parts of Space Week.
Certificate of Participation:
Materials: Printable certificates.
Activity: Hand out certificates to each student for participating in Space Week. Take a group photo to commemorate the week dressed in space suits and/or hand-made rockets.Hi Carolanne,
I love this lesson. Having worked in an infants school for quite a while this would definitely be a fun and hands on lesson children would not forget for both boys and girls. I will definitely be incorporating a dress up box into my Junior Infant class this year which can be used across all subjects in the curriculum and therefore you can incorporate integration.
Activity set:
Weather – Animals in the cold
To identify prior knowledge I would ask children if they know any animals that live in the cold and what their features are, Feathers, Fur etc.
I would read the book ‘If You Were a Penguin’ by Florence Friedmann Minor and Wendell Minor and ask questions throughout e.g. ‘How can they live in hot and cold places?’ ‘What allows them to do this?’
Discuss with the children that the penguin’s feathers and the polar bear’s fur are covered in a layer of grease/oil to repel water which also acts as a barrier against harsh conditions.
Blubber Glove Experiment
Objective: To demonstrate how blubber helps animals stay warm in cold environments.
Materials:
Two large ziplock bags
Oil/ Vaseline
Ice water
Duct tape
A large bowl
Activity:Fill a large bowl with ice water.
Take one ziplock bag and fill it with shortening, spreading it evenly inside the bag to simulate ‘blubber’.
Insert your hand into the second ziplock bag, and then insert this bag into the bag with the Vaseline.
Seal the bags together at the wrist with duct tape to prevent water from getting in.
Have students take turns putting their hands into the ice water with and without the “blubber glove” to feel the difference.
ORIce Cube Insulation Challenge
Objective: To explore different materials’ insulating properties.Materials:
Ice cubes
Various insulating materials (cotton, wool, tin foil, plastic wrap, etc.)
Small containers or cups
Thermometers (optional)
Activity:Divide students into small groups.
Give each group several ice cubes and a variety of insulating materials.
Have students wrap the ice cubes in different materials and place them in containers.
After a set time (e.g. 30 minutes), check to see which ice cubes have melted the least.
Discuss which materials provided the best insulation and why.
