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I love the idea of creating art from recyclable items. When we were younger this used to be a huge thing and it really made us think of the items in another way.
Reflecting on how sustainability is practised in Dublin 12 and it’s quite inspiring to see the community’s efforts. For example, our local council has implemented several recycling programmes and encourages composting. There are also community gardens where people grow their own vegetables, which promotes both sustainability and a sense of community. To get my pupils engaged with sustainability, I’d start by organising visits to these community gardens. Seeing sustainability in action can be very motivating for kids. We could also start a small garden at the school, giving students hands-on experience in growing their own food. Another idea is to conduct a local cleanup project. This would teach students about the impact of littering and the importance of keeping our environment clean. We could track the types of litter we find and discuss ways to reduce waste, like using reusable containers instead of single-use plastics. Additionally, I would integrate sustainability projects into our lessons. For instance, we could have a project where students research different recycling methods or energy-saving tips and present their findings to the class.
Hi Mikey, I think this is important as sometimes there can be a misconception that once foods contain fatty acids that it is bad. Also allowing kids to be adventurous with food, like you said trying out the sushi would help them also.
I’ve been thinking about how important it is to teach kids about the nutrition that can be found in seafood. Seafood is very healthy, and full of nutrition like omega-3 fatty acids, vitamins, and minerals that are great for our bodies. Helping students understand these benefits can encourage them to make healthier food choices and appreciate a balanced diet. In the classroom, we can make this topic fun and engaging. For instance, we could have a lesson where students research different types of seafood and what nutrients they provide. They could then create posters or give short presentations to share their findings with the class. This not only helps them learn about nutrition but also improves their research and communication skills. Another idea is to do a cooking demonstration or a simple cooking activity where students get to prepare easy seafood dishes. This hands-on approach can be tied into lessons on health and science, and it’s a great way to teach practical life skills. We can also connect this topic to geography and economics. Students can learn about where seafood comes from, sustainable fishing practices, and how the fishing industry impacts local communities and economies. This helps them see the bigger picture and understand the importance of sustainability.
I love the idea of bringing in someone from aquaculture so that the kids could interview them or even writing letters to them. It makes it more real for the kids and they can put a face and a name to someone in that area, I find working in a built up urban setting, farming in general can seem so far removed from some of the kids I teach.
I’ve been exploring the online lessons and resources developed for the ARC, and I’m really excited about how I can use these in my own teaching. These resources are packed with great content that aligns perfectly with the STEM Education Policy Statement, emphasising hands-on learning and real-world applications. The videos are very child-friendly and using the cartoon character of Professor O’Meara adds a nice touch to it. They are great for engaging students in science and technology. The additional quizzes are excellent also as they provide a means of assessment for the children on each video.In terms of the School Self-Evaluation (SSE) process, integrating STEM education on a school-wide basis can have a huge impact. We can use the ARC resources to develop a comprehensive STEM curriculum that promotes critical thinking, problem-solving, and collaboration. By aligning our teaching practices with the STEM Education Policy Statement, we can ensure that all students get a solid foundation in these essential areas. Incorporating these lessons into our SSE process can also help us identify areas for improvement and set clear goals for enhancing STEM education. This could involve more professional development for teachers, investing in STEM resources, or creating partnerships with local aquaculture businesses for field trips and guest speakers.
I’ve been thinking a lot about the location of aquaculture farms in Ireland and how they can really benefit our coastal communities. Aquaculture farms, like those for salmon and oysters, are often situated in these areas because of the clean, nutrient-rich waters. These farms don’t just produce food; they also create jobs and support local economies. For instance, aquaculture provides steady employment opportunities in places like Donegal and Galway, which is crucial for areas that might not have many other job options. This can help keep younger people in the community instead of moving away for work. Also, these farms can boost local businesses. For example, restaurants that serve fresh, locally sourced seafood attract tourists and locals alike, which brings more money into the area. On a broader scale, promoting sustainable aquaculture practices can help ensure long-term environmental health, which is essential for maintaining these benefits. I believe incorporating these real-world examples into our teaching can help students understand the socio-economic importance of sustainable farming practices in their own communities. It’s fascinating to see how something as simple as a fish farm can have such a positive ripple effect on the surrounding area.
I found the introduction to this course very interesting. I hadn’t heard of the term aquaculture before starting this course or any of the tools that were mentioned. The Aquaculture Remote Classroom (ARC), Taste the Atlantic, Young Chef Ambassador Programme, and Next Generation Oyster Producers are fantastic resources for teaching students about sustainable seafood and farming practices. I absolutely love the idea of the ARC. Getting out of the classroom and having such an interactive experience would be so interesting for the kids! I also think the Taste the Atlantic is brilliant because it allows the kids to see exactly how the food gets from the sea to our plates. Using these resources in the classroom can help students understand the importance of protecting our environment. They learn how their choices affect the planet and develop critical thinking and sustainability skills. This boosts their knowledge and encourages them to be responsible stewards of our natural resources.
Lovely examples Christine, I completely forgot some of these existed and hadn’t heard of some of them at all!
Consider how many songs/poems/art can you think of to connect us to the night sky?
<span style=”text-decoration: underline;”>Songs</span>
A Sky Full of Stars – Coldplay
Starry Starry Night – Don McLean
When the Stars go Blue – Ryan Adams
Twinkle Twinkle Little Star – Nursery Rhyme
Counting Stars – OneRepublic
Starlight – Muse
Mightnight Sky – Miley Cyrus
Moon River – Andy Williams
Mr.Blue Sky – Electric Light Orchestra
Under the Milky Way – The Church
Space Cowboy – Kacey Musgraves
<span style=”text-decoration: underline;”>Poetry</span>
The Moon – Robert Louis Stevenson
When I Heard the Learn’d Astronomer – Walt Whitman
To the Moon – Percy Bysshe Shelly
Bright Star – John Keats
The Starlight Night – Gerard Manley Hopkins
Under the Harvest Moon – Carl Sandburg
A Clear Midnight – Walt Whitman
Look at the Stars – Robert Frost
<span style=”text-decoration: underline;”>Art</span>
The Starry Night – Vincent van Gogh
Starry Night Over the Rhône – Vincent van Gogh
Cafe Terrace at Night – Vincent van Gogh
The Hubble Deep Field – NASA
Hi Matthew,
I think it’s a great idea to get a local ecologist to come in to talk about these issues. It’d really spark their interest to have someone other than the teacher talking about it!
Incorporating the needs of nocturnal species into our school’s biodiversity plans is important for understanding and protecting our local wildlife. I would start by teaching students about nocturnal animals, like bats, owls, and moths, and how they need dark skies to thrive. We’d learn how too much artificial light can mess up their natural behaviours. One way to help would be to create a “dark sky zone” on the school grounds. We could plant trees and shrubs to give these animals a home and install special lights that don’t shine as brightly. This project would let students take action and feel responsible for their environment. We could also organise night-time trips or observation sessions so students can see nocturnal animals in action. To make this a bigger part of our biodiversity plan, students could join citizen science projects to track local nocturnal animals and measure light pollution. They could share what they find with the school and suggest ways to help, like using motion-sensor lights and shielded fixtures.
Incorporating the needs of nocturnal species into our school’s biodiversity plans is important for understanding and protecting our local wildlife. I would start by teaching students about nocturnal animals, like bats, owls, and moths, and how they need dark skies to thrive. We’d learn how too much artificial light can mess up their natural behaviours. One way to help would be to create a “dark sky zone” on the school grounds. We could plant trees and shrubs to give these animals a home and install special lights that don’t shine as brightly. This project would let students take action and feel responsible for their environment. We could also organise night-time trips or observation sessions so students can see nocturnal animals in action. To make this a bigger part of our biodiversity plan, students could join citizen science projects to track local nocturnal animals and measure light pollution. They could share what they find with the school an
Hi Michelle, I’m a bit like that myself. I grew up in the middle of the countryside and growing up looking at the night sky was a part of everyday life. Now that I live in Dublin it’s next to impossible to see the stars and things in the night sky.
I live in East Wall in Dublin, and light pollution is a significant problem here. The bright lights from streetlights, buildings, and other sources make the night sky so bright that it’s hard to see stars and other celestial objects. This makes it difficult for people who enjoy stargazing and disrupts local wildlife and our sleep patterns. Animals like bats and some birds have their natural behaviours disrupted by all the constant light. It also affects people, causing sleep problems and stress.
To help my students understand this issue, I would start by organising a night sky observation activity. We would compare how well we can see stars from different places in Dublin, from bright city areas to darker outskirts. This would give them a clear picture of how light pollution affects our view of the night sky.
Next, we’d do a project where students use light meters or smartphone apps to measure light levels around the city. They would analyse the data, create maps showing where light pollution is worst, and discuss what it means. We’d also look at the ecological and health impacts by watching documentaries and reading articles. Inviting guest speakers, like local astronomers or environmentalists, would give the students more insight and inspire them to think deeply about the issue.