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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.
Hi Lora, I like the range of options you have given children to research and explore, it is giving children that level of autonomy and exploration that they love but also guiding them down a path too!
Plan to observe the Moon – which phase of the Moon is best for observing in the morning from school? What dates will that be in 2024- 2025?
To start, I’d introduce lunar phases in a simple and fun way, using pictures or drawings to show how the Moon changes shape as it moves around the Earth each month.
To make it hands-on, we’d set up a pretend observation session. We would use balls and flashlights to act out how the Earth, Moon, and Sun move, and how this affects what we see of the Moon from different angles. When it comes to figuring out the best time to see the Moon in the morning from our school, we’d chat about why some phases, like crescents or quarters, are easier to spot in the morning sky. We’d connect this to how the Moon’s position changes and how that impacts what we can see from Earth.
For the practical side, we’d have a look at different ways we could track the moon like moon charts or apps. These tools predict when the Moon will be visible and in which phase, so they can plan their own moon-watching adventures for 2024-2025. The crescent phase typically occurs in the days following the New Moon dates and the quarter phases occur approximately one week after the New Moon and Full Moon.
Hi Sinead. This sounds like a fantastic project! I love how you’re integrating the sundial with ‘Earth in Space’ lessons and using various resources like the ESERO packs and Paxi videos. Involving students in researching and site selection is brilliant. The idea of using Book Creator and engaging the student council adds a wonderful collaborative touch.
Constructing a Sundial in My School
To begin, I would introduce a lesson on the history and science of sundials. Utilising visual aids, videos, and models, I would demonstrate how sundials function and their historical importance in timekeeping.
Next, I would assign research projects to the students, allowing them to explore various types of sundials and their designs. Students would then present their findings, and together, we would decide which sundial design is best suited for our school.
We would then examine our school grounds to select the ideal location for our sundial, emphasising the importance of sun exposure. This activity would be complemented with lessons on Earth’s rotation and the concept of shadows, providing a deeper understanding of how sundials work.
Following the site selection, we would proceed to the design phase. Students would draw detailed diagrams, integrating this task into our mathematics lessons to calculate dimensions and angles. Additionally, students could contribute their artistic talents to enhance the sundial’s aesthetic appeal.
Finally, we would move to the construction phase. We would choose durable materials and involve students in measuring and setting up the sundial. This hands-on experience would ensure the sundial is accurately positioned and securely installed, providing a lasting educational tool for the entire school community.
Part One
Nursery Rhyme – Jack and Jill
Help Jack and Jill figure out how to fetch a pail of water without tumbling down the hill by designing a path and steps that keep them steady and safe
Resources:
- Model hill
- Miniature figues
- Arts and craft supplies (paper, pencils, markers, scissors, glue)
- Small pail or container
Part Two
I found this piece of writing very interesting. The formative years of early childhood are pivotal for nurturing computational thinking and computer science education. Early computational thinking exposure not only aids in digital literacy development but also combats stereotypes. Young children can adeptly grasp computational thinking concepts like algorithms, modularity, and debugging. Countries’ increasing integration of computational thinking into their curriculum aims to enhance quality computational thinking education. However, digital tools should enhance, not replace, traditional learning interactions. Employing age-appropriate tools is vital for computational thinking initiative success. Policymakers should prioritize play-based, screen-free unplugged approaches aligned with early learning research. computational thinking staff require tailored professional development for effective computational thinking integration. Family involvement is crucial as parents are primary educators. Yet, more research is needed for informed policy and practice in computational thinking education for children, encompassing skill relationships, socio-emotional outcomes, and scalable strategies.
