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I found the ARC online lessons and resources very interesting and will definitely incorporate them into my planning and teaching come September. The four online lessons give so much opportunity for STEM integration.
The lesson that resonated with me the most was the first where Aquaculture was introduced. The first lesson defines Aquaculture in Ireland and examples of what we farm. I, myself found the mix of the two Aine’s speaking, the animation, videos, visuals and commentary very engaging and think that this content integrated with STEM could be a perfect opportunity to initiate the childrens’ interest in the topic.
Some examples of applying concepts and skills covered through projects could include; making a creation that would be helpful to farmers flipping over oyster bags, develop an idea of a technology that could be helpful to mussel farmers from their homes,
Through the SSE process, schools in Ireland can enhance their STEM education, ensuring it meets the needs of all students and prepares them for future challenges. This can be directly linked to a number of challenges Aquafarmers face. Through STEM, children are presented with challenges aim to overcome utilising their skills, innovation and reflection. This holistic approach not only improves STEM outcomes but also fosters a school-wide culture of excellence and innovation.
Based on the information provided in this module, especially the visual maps and diagrams, it is interesting to see where aquaculture farms are predominantly located in Ireland. Before seeing the map of the predominant areas of farming in Ireland, I would have thought that aquaculture farms would have been dotted around the entire island of Ireland but found it insightful to hear why aquaculture farms are favoured in the west coast of Ireland. This coastline provides an ideal environment for aquaculture, benefiting from the temperate climate, nutrient-rich Atlantic currents as well as plentiful coastal access and proximity to ports for smoother transportation.
Aquaculture provides direct jobs in farming, processing, and distribution, as well as indirect jobs in supporting industries such as equipment supply, maintenance, and transportation. Having continued access to locally produced seafood minimises the need for importation and inputs time, money and resources back into local communities.
As I learned in the previous module, Aquaculture farms often collaborate with universities and research institutions. For local communities, this provides opportunities for education and skill development, particularly for young people potentially reducing the number of young people emigrating to upskill.
This introduction to Irish aquaculture and social licensing has been very interesting and eye-opening. Prior to engaging with this course, my knowledge of aquaculture especially when compared to agriculture was very minimal. Already, I am building on my understanding of aquaculture and realise the importance of aquaculture to Ireland. Learning about aquaculture and social license can positivity impact my students in many ways. Understanding and appreciating aquaculture when living in a coastal area could encourage the children to think about the people working in aquaculture, future career paths, the benefits to the local and wider communities, sustainability projects, our contributions and more.The videos in this module would be engaging to the children. BIM explores various initiatives and describes them well in their videos. Children hearing first-hand from the young chef ambassadors what they do and how they are linked to aquaculture is far more beneficial to the children than reading about it out of context. The ARC offers fantastic opportunities to immerse ourselves in learning about aquaculture. I will be sure to register interest for this soon.