Forum Replies Created
-
Posts
-
Hi Mark! Your reflection on the module resonates with me. Similarly, I’ve primarily taught in city or suburban schools and aquaculture hadn’t been on my radar as a teaching topic until now. Your idea of integrating the history of fish farming with subjects like history, geography and science is great. I also love the concept of comparing the lives of city students with those from fishing villages – what a delightful way to make the topic relatable and engaging for them! Bringing the ARC to your school sounds like a wonderful opportunity. The combination of immersive experiences and hands-on learning is something that would definitely captivate the students’ interest, especially in the upper classes.
Watching the videos from The Arc course was truly enlightening. Learning about diverse aquaculture species like mussels, oysters and salmon was fascinating. I was delighted to hear a reference to Waterford, my home county, prompting me to be more alert when shopping for local produce. As a teacher in Limerick City, where direct access to aquaculture resources is limited, it’s refreshing to see how BIM’s Social License Projects allow us to explore this industry practically. These projects offer great potential for learning experiences. For instance, the Young Chef Ambassador Programme could spark students’ interest in local seafood and encourage them to sample new foods or experiment with recipes in the senior classes. This learning can be integrated into subjects such as SPHE, Geography and Literacy. Students could create promotional materials for a Seafood Festival along the Wild Atlantic Way or the Clare/Limerick coastline, or gather and analyse data relating to seafood preferences. The mobile ARC classroom is an exciting concept that engages students and makes learning about aquaculture come alive. Using resources such as those available on the ARC website can enrich lessons through a cross-curricular approach.
Hi Grainne, Your school’s commitment to sustainability is impressive. The Green Schools program, SDG lessons and Energy Free 15 highlight a strong focus on environmental education and activism. Initiatives like beach clean-ups, local environmental group partnerships and the school garden offer hands-on learning experiences. Encouraging cycling during Bike Week and examining food labels further integrate sustainability into daily life. These efforts not only educate but also empower students to make environmentally conscious choices. It’s clear that sustainability is deeply embedded in your school’s ethos. There are some great ideas here that I look forward to incorporating in my practise this year. Thank you 🙂
Limerick’s status as the 10th most sustainable city in Europe is a compelling starting point for discussing sustainability in the classroom. Our local practices, such as upcycling events, the presence of wildflowers and the innovative Opera Square project, where demolition waste is being extensively reused, demonstrate a strong commitment to sustainability. To engage pupils using the inquiry framework, I would begin with the Engage phase by highlighting Limerick’s sustainability achievements and discussing the concept of sustainability. We could explore the impacts of local initiatives, like the Opera Square project’s waste diversion, to illustrate practical local applications. In the Investigate phase, students would research how upcycling and waste reduction contribute to environmental sustainability. They could examine case studies of local sustainability projects and discuss the benefits of sustainable practices and how they align with the Sustainable Development Goals of the United Nations. For the Take the Next Step phase, students could create projects or campaigns to promote sustainability in their own lives. Activities might include offering upcycling workshops to younger students, advocating for sustainable food choices or developing strategies to reduce waste at school. By connecting local sustainability efforts to broader global goals, students will gain a deeper understanding of how individual actions contribute to environmental stewardship.
Hello again Aideen! I completely agree with you, this module on seafood nutrition has been eye-opening. I have found it great on a professional and personal level. It’s so interesting to see precisely how seafood is rich in essential nutrients that our bodies need. Your point about macro and micro nutrients is so accurate, I didn’t properly understand the meaning of these words before. I am coeliac and agree that it is great to see how this knowledge can help us make informed dietary choices, especially for those avoiding lactose and/or gluten. I also share your enthusiasm for incorporating seafood into our lessons. With programs like ‘Food Dudes’ promoting fruits and vegetables, adding seafood into the mix could provide students with a more diverse range of healthy options. The insights from The Arc could play a crucial role in encouraging children to explore and enjoy seafood, enhancing their understanding of a balanced diet.
Module 4 on the Nutrition of Seafood provided valuable insights into the essential role seafood plays in a balanced diet. I found the information on proteins, omega-3 fatty acids and various vitamins enlightening. Teaching children about the food pyramid and highlighting the nutritional benefits of seafood, such as the vitamin D in salmon and the iron in mussels, can significantly impact their understanding of healthy eating, empowering them to make better choices for their health, wellbeing and learning ability. Using the inquiry framework, I plan to structure a lesson that engages students, helps them investigate and takes actionable steps. We’ll start with an engaging discussion on the food pyramid and seafood, using visuals of salmon, mussels and oysters to spark interest. Students will then research the nutritional content of these seafood items, learning about their role in muscle repair, hormone regulation and overall health. For the next step, students will participate in activities like Eye Spy in the Supermarket, where they will identify MSC, ASC and other labels, learning to make sustainable and informed food choices. This approach will connect classroom learning to real-world applications, promoting a deeper understanding of how dietary habits impact both personal health and the environment.
Hi Helen! Your reflection on the Nutrition of Seafood lesson is great. I love how you’ve drawn cross-curricular links, making the topic of mussels not just about nutrition but also a gateway to exploring geography, science and even history. Your analogy of food as fuel is a nice way to connect with students, helping them understand the importance of what they eat. Introducing concepts like intertidal zones and the survival mechanisms of mussels is a fantastic way to spark curiosity. Integrating STEM throughout the curriculum, as you suggest, makes learning more holistic and engaging for students. Well done on a thought provoking contribution 🙂
I enjoyed Lesson Three: The Arc: Aquaculture and the Community. It introduced me to the diverse careers within aquaculture, many of which were new to me. As a SET working with senior classes, I often discuss future careers with students, especially before graduation. This lesson expanded my perspective on farming, highlighting the vibrant aquaculture industry that contributes €208 million to the Irish economy and offers a wide range of career opportunities, from commercial divers to lab technicians. Using the inquiry framework, I plan to construct a lesson around this topic: Engage: Start with a discussion on students’ familiarity with aquaculture and careers related to the sea. I would use the Taste the Atlantic Map and visuals from the ARC lesson to spark interest. Investigate: Students will explore the roles in aquaculture, such as the importance of commercial divers, by analysing case studies or watching videos like the one from the ARC. They’ll also examine how these careers support rural communities. Take the Next Step: Students will brainstorm how aquaculture can be promoted as a viable career option in their own communities. This could involve designing posters or presentations that highlight the benefits of this industry. We could also plan a visit from a local aquaculture professional or arrange a virtual tour of a local aquaculture farm. This approach aligns with the STEM Education Policy while also connecting classroom concepts with real-world application.
Your reflection resonates with me Aideen. It is interesting to see the connection of spatial thinking with mathematical and geographical processes in teaching. I am also inspired after this module! The “Goldilocks” analogy is such a clever way to engage students with our unique climate. I also appreciate your insights on the socio-economic benefits of aquaculture in rural communities, especially how it fosters job creation and collaboration among farmers. It’s clear that your personal experience will add a valuable perspective to students’ learning experiences.
Before exploring this module, I had a basic understanding that aquaculture farms would primarily be located in coastal areas. However, the depth of knowledge I’ve gained has been enlightening, particularly in how Ireland’s unique geographical and climatic features support aquaculture and how these farms can significantly benefit coastal communities. The Gulf Stream, which warms the waters around Ireland, plays a crucial role in sustaining aquaculture, especially in the west, where conditions are ideal for species like Atlantic salmon and blue mussels. The deep water and gentle current in areas like Killary Fjord, Ireland’s only fjord, are optimal for oyster farming. Aquaculture locations are not just random, they are the result of careful consideration of environmental factors, such as tidal patterns and water currents. This module also highlighted the socio-economic contributions of aquaculture. Aquaculture farms create jobs, support local economies and contribute to Ireland’s international reputation for quality food production. The knowledge I’ve gained through this module will be valuable in my primary classroom. By introducing students to the concepts of aquaculture, I can engage them in discussions about geography, environmental science and the local economy. Activities like mapping an oyster farm can be a hands-on way to teach spatial reasoning, the importance of sustainable practices and real-world applications of STEM subjects. These lessons will connect students to their local environment and also broaden their understanding of how natural resources can be managed to benefit communities.
Hi Orla! This weekly space plan is a great way to spark children’s curiosity about our solar system. You have included lots of engaging activities like colouring, creating planet mobiles and interactive games. Children will learn about each planet’s unique features in a fun and memorable way, this is supported by the fun facts you have intended to teach and discuss with them. The human solar system activity will provide a concrete representation of the orbiting planets and deepen their understanding.
Engage and Prompt
Begin the lesson by reading the children’s book “Roaring Rockets” which describes rockets and the space theme astronauts, countdowns, blast-offs and moon samples. Use the engaging rhymes and illustrations to captivate the students’ attention. After reading, ask open-ended questions to stimulate curiosity, such as: “What do you think makes a rocket rise and soar?” and “How do you imagine astronauts prepare for a rocket launch?”Wonder and Explore:
Have students engage in small group discussions to share their observations and ideas from the book. Prompt them to think about aspects of rocket launches and space travel that interested them. Ask questions like: “What do you think helps a rocket stay on course?” and “How do you think we could test different rocket designs?” Each group should identify testable questions based on their discussions such as “How does the size of a rocket affect its flight distance?”Investigate:
In the investigation phase, students will create and race their own rocket mice using the Rocket Mouse template, milk cartons and different sized bottles. They will experiment with different designs and bottle sizes to observe how these factors affect the performance of their rocket mice. Children will be encouraged to apply their testable questions by altering the variables and taking notes as they go.Reflect and Share:
Each group will present their rocket mice, describe their design process and explain the outcomes of their experiments. Ask guiding questions such as: “What did you learn about how different designs impact the rocket’s performance?” and “What might you do differently next time?” This reflection helps consolidate their understanding and allows them to discuss what worked, what didn’t and why.Incorporating the ESERO outdoor activity (ESERO Activity 1) provides a dynamic way to introduce the solar system to children up to first or second class. This approach combines movement, music and visual art to make learning engaging and age-appropriate. However, to enhance the inquiry-based learning experience, I would incorporate a structured research task.
Engage and Prompt
To initiate curiosity, I would start by showing students an image of Mars using Google Maps Space (https://www.google.com/maps/space/mars/). I would ask an open-ended question, such as “What do you think it’s like on Mars?” This visual prompt would engage students and encourage them to share their initial thoughts and wonderings about the planet.
Wonder and Explore
Students would then engage in a group discussion where they share their observations and ideas. For instance, they might notice that Mars appears to be a uniform colour and start to question whether it has oceans like Earth. This collective wondering serves as the foundation for identifying testable questions.
Investigate
The next step would involve guiding students to contribute a suggestion that can be tested (or hypothesis). For example, based on their observations, they might hypothesise that Mars doesn’t have any oceans because they don’t see blue areas on the surface. To test this, they would use the Google Mars tool to zoom in and explore the planet’s surface, checking whether their prediction is accurate.
Reflect and Share
After their investigation, students would come together to share their findings. This reflection phase allows them to discuss whether their predictions were correct and what new information they’ve learned about Mars. They can also document their findings through drawings or simple reports, reinforcing their learning.
Extension Activity
To extend the activity further, students could create simple models of the planets using craft supplies, representing features they’ve discovered during their investigation. Additionally, during music lessons, they could create their own songs or soundscapes to represent the characteristics of different planets, deepening their understanding through creative expression or learn the ESERO planet song (Activity 1) as outlined in my above response.
Conclusion
By incorporating these inquiry-based steps into the ESERO activity, students are not only engaged in active learning but are also encouraged to think critically and explore scientific concepts. This approach ensures that learning about the solar system is enjoyable and also rooted in inquiry based learning and discovery.
Hi Pamela! Your hands-on STEM activity is a great approach to teaching animal adaptations in cold environments. Simulating blubber with Vaseline is a creative way to make it tangible. I have also incorporated a similar activity in my forum post inspired by the ESERO activities. It is wonderful to see how we can bring science to life in our classrooms! Wishing you all the best for the upcoming academic year.
Incorporating the ESERO 7 and ESERO 11 activities into the classroom is an excellent way to support inquiry-based learning. I would start by tapping into the children’s prior knowledge about weather and cold environments. I’d ask questions like “What do you know about cold weather?” and “Can you name any movies set in the North or South Poles?” This approach helps connect their existing knowledge with new concepts.
For the ESERO 7 activity, we would explore how polar bears and penguins survive in cold environments through inquiry-based questioning. Using questions such as,“How do you think polar bears and penguins stay warm?” and “What do they have that helps them survive the cold?” By experimenting with Vaseline to simulate the insulating layer on their fur or feathers, the children can investigate how this protective layer works. This hands-on experiment encourages them to develop a deeper awareness of thermal protection.
Encouraging students to compare adaptations between polar bears and penguins, like their white colouring for camouflage helps deepen their understanding. I would ask guiding questions such as “What do you notice about the two animals that is the same?” and “What else helps them to survive?” This promotes critical thinking and helps them draw connections between different adaptations.
In the ESERO 11 activity, I would further this inquiry approach by having the children explore and design their own coats. I’d guide them with questions like, “What features do you think are important for a coat in different weather conditions?” and “How do materials affect warmth?” This encourages them to apply their understanding of insulation and adaptation in a practical way.
Finally, linking to ESERO 12, we would explore how sunlight affects temperature. Questions like, “Is it always warmer in the sun?” and “How does sunlight impact an ice cube?” would prompt students to investigate the relationship between light, heat and temperature. This inquiry-based exploration helps solidify their understanding of how different factors influence warmth and insulation.
