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Nose up High in the Sky – Observing and Measuring Weather Conditions by ESA is a practical unit aimed at 8–10 year olds. Slide 26 specifically investigates the science behind local weather proverb.
Slide 26 introduces traditional weather proverbs such as Red sky at night, shepherds delight, red sky in the morning, shepherds warning.
This signifies a scattering of blue light due to atmospheric particles/high pressure systems.
A ring around Sun/Moon, means that rain will come real soon
This is caused by ice crystals in high cirrus clouds heralding shifting weather fronts
Children could use sensory observation and instruments (thermometer, rain gauge, anemometer) to test whether these local proverbs are true and reliable. These should be placed away from buildings or trees that may affect readings and set up on flat ground if possible
Children could then record real data and compare this with what the proverbs predicted by measuring daily at the same time and then record temperature, wind, precipitation, etc.
Slide 27 is part of the ESA Climate Detectives, What is the difference between weather and climate?”
Weather is short-term (minutes to days), changes quickly and describes current conditions (e.g., raining, sunny)
Climate on the other hand is long-term (typically 30 years), changes slowly and describes average conditions (e.g., temperate, tropical)The whole school could investigate climate v weather during Science Week and then showcase their investigations for the Curious Minds Award.
I love your ideas for getting the community involved in sustainability, community gardens, litter clean-ups and the use of bike lanes. I will be exploring sustainability with my class when we return to school by going on nature walks and making use of our outdoor classroom, weather permitting, which was constructed during Covid-19.
Sustainability in Ireland’s largest fishing port, Killybegs, Co. Donegal is of the upmost importance as the town balances economic activity with marine conservation.
Sustainability is practiced in Killybegs where local fisheries follow EU quotas and regulations to avoid overfishing. They also use selective fishing gear (nets with escape panels) and this helps reduce bycatch and protects juvenile fish stocks
Some Killybegs seafood products are MSC-certified, ensuring they are sourced sustainably.
Fish waste from processing is used in Killybegs to produce fishmeal and fish oil, reducing waste and supporting circular economy practices.
Killybegs Harbour is exploring the use of wind and tidal energy to reduce carbon emissions in port operations.
Local farms and research institutions support low-impact aquaculture and seaweed farming, which can have a positive environmental effect.
Some areas near Killybegs are Marine Protected Areas to allow fish stocks and ecosystems to regenerate.Students can be engaged in the teaching of sustainability by the following ideas:
Virtual Field Trip- Students could create a “Visit to Killybegs” classroom wall display or use Google Earth to explore the harbour. Their task could be to find out what happens in a fishing port, how fish are caught and processed, and how people protect the sea.
Students could make a ‘Fish to Fork’ story map where they make a comic strip or sequence drawing showing the journey of a sustainable fish from sea to plate.
They could take part in a science experiment – Clean our polluted water- using oil, plastic, and natural debris to show the effects of pollution and how we can clean water.
Reading books about sea life to younger classes on the topic of fishing villages or environmental care.
A local fisherman, marine biologist, or co-op member could be invited into to school to talk to the students about sustainability in Killybegs.
Teachers and students could become more sustainable on a day to day basis by:
having green monitors in the classroom for lights, paper/plastic recycling and compositing.
Schools can also reuse paper for drawing, rough work activities.
Where possible, double-sided printing should be encouraged within the school.
Children/staff could be encouraged to walk/cycle to school, where possible.
Children could be encouraged to do as much outdoor learning as possible and they could also be encouraged to plant seeds, flowers and check in on the progress made regularly.
All these sustainable achievements could be highlighted/celebrated during school assembly to bring awareness to the whole-school community.Hi Michaela,
I agree that the nutrition of seafood can be linked with cross-curricular lessons that incorporate science – geography – and sustainability. I like your ideas for making the teaching of seafood nutrition fun and engaging -food tasting, simple cooking lessons, or poster-making about “brain foods”.
Teaching about seafood nutrition in the primary classroom provides a rich opportunity to promote health literacy, sustainable food awareness, and cross-curricular learning. By integrating practical and engaging activities, pupils can develop a lifelong appreciation for healthy eating and the role of seafood in a balanced diet.
Children need to be taught that seafood aids their cognitive development and that Omega-3 fatty acids support concentration, memory, and learning. Seafood also maintains good bone health and that seafood is essential for their overall growth and wellbeing, both physically and mentally.
The key nutritional components in seafood include high-quality protein, Omega-3 Fatty Acids and numerous vitamins and minerals including, vitamin D, vitamin B12, iodine, selenium, and zinc.
Seafood is low in saturated fat making it a heart-healthy protein choice.Seafood nutrition can be integrated into the Primary Curriculum through:
STEM: Discuss food groups and balanced diets.
Explore the human digestive system and how nutrients support health.
Investigate how seafood is caught or farmed sustainably.Wellbeing:
Promote healthy eating habits.
Discuss food origins and cultural food practices.Geography:
Study coastal communities and their reliance on fishing and aquaculture.
Link Irish fishing ports to seafood supply chains.English:
Use seafood topics for reading comprehension or creative writing (e.g., “A Day in the Life of a Marine Biologist”).Art:
Create posters/art using a headline like ‘Vitamin Sea’I agree that talking about what aquaculture is, the nutrition of seafood, aquaculture and the community and sustainable seafood can get students talking and engaged in STEM activities . The quizzes at the end of each section allows the teacher to gauge their understanding and to plan ahead for future lessons on aquaculture.
The materials in the ARC resources and lesson plans offer a rich opportunity to integrate real-world, local environmental issues into STEM education. The ARC resources provide a context that is highly relevant to Irish students, allowing them to explore STEM activities on marine ecosystems, sustainability, food production, and climate challenges.
ARC lessons focus on inquiry-based and project-based learning, a key principle of effective STEM education. Students can investigate how fish farms operate, how water quality is monitored, or how technology is used to support sustainability in aquaculture.
Establishing a Marine/Aquaculture Team in the school could be a possibility and looking at obtaining a Blue Schools Award in the school.
Using Ireland’s Taste the Atlantic map, the school could pick a local aquaculture producer to visit and discuss some direct/indirect jobs that stem from the aquaculture producer, along with their importance in the local community.ARC works in alignment with the STEM Education Policy Statement by
1. Offering accessible, engaging content involving real-world environmental challenges.
2. Encouraging collaborative group work (e.g. data collection projects)
3. Providing content that reflects Ireland’s unique marine context, encouraging relevance and local connection.ARC can be used in SSE to:
1. Develop cross-curricular STEM themes
2. Facilitate whole-school CPD sessions using ARC content.
3. Use student voice and samples of student work from ARC-related activities as SSE evidence.Hi Andrea
I agree that the use of videos, maps and interactive lessons and activities can make the topic of aquaculture engaging and interesting for students, especially those living close to fishing villages and industries. It would be beneficial to invite local fishermen and marine experts into the school to share information with students and to give them the opportunity to ask questions relating to aquaculture.
Ireland is an ideal location for the farming of fish, shellfish, and seaweed due to its rugged coastline, temperate climate, and pristine waters. The strategic placement of aquaculture farms along the western coast and other coastal regions is naturally suitable of these environments. The economies of some of the country’s most isolated and vulnerable communities are very much dependent on aquaculture.
Aquaculture farms all over the West coast of Ireland from Donegal to Kerry and Cork, have become a vital part of the rural coastal framework. Their locations are often in areas where traditional industries such as fishing and farming have declined, and where employment opportunities are limited. Therefore it is clear that aquaculture has emerged not just as an industry in these regions, but as a lifeline.
Aquaculture provides year-round employment in areas where seasonal tourism or agriculture often dominate. It offers a wide range of job opportunities, from farm workers to technicians, scientists, and transport operators. For young people in these communities, aquaculture can represent a viable alternative to emigration or long commutes to urban centres.
Furthermore, aquaculture supports a wide range of local services – engineering, boat maintenance, packaging, and logistics – creating indirect employment and circulating income within the community. The presence of aquaculture farms also contributes to sustaining local schools, shops, and services, helping to preserve the social and cultural framework of coastal villages.Hi Susan
I agree with you when you say that the visuals, videos, and hands-on elements in the ARC resources are very easy to understand and could be adapted to different levels. The content on salmon, mussels, and oysters is clear and engaging and gives children a great insight into aquaculture in Ireland.
Learning about aquaculture and social license is so important and can have a positive and lasting impact on primary school children in Ireland, particularly as it supports the development of environmental awareness, responsible citizenship and critical thinking.
Education about Aquaculture helps children to understand where seafood comes from and how it is produced sustainably. It also builds knowledge about marine ecosystems, the importance of clean water, and the role of biodiversity. Children develop a sense of responsibility for protecting the ocean and marine life.
Learning about social license and the idea that industries need ongoing public approval to operate encourages pupils to think about how communities are affected by industries like aquaculture and the balance between economic benefits and environmental impacts.
Through BIM’s Social Licence Project, ARC, pupils get the opportunity to attend active workshops and learn to evaluate different perspectives and to use effective questioning such as: ‘Is this good for the environment? Is it fair to the local community?’
This awareness makes children curious about sustainable food and ask where the fish fingers in their hot meals come from. It might bring a heightened awareness for beach clean-ups, writing letters to public officials, or educating others on marine protection.
It may encourage children to participate positively in STEM activities and careers related to marine biology, aquaculture, or environmental science.
I particularly enjoyed Professor O Mara’s animated video with real-life images and facts on aquaculture in Ireland. This would be suitable for younger children as it is clear and easily explained.I will have to take note of that book to use when teaching space when we return to school. I have read the book ‘Roaring Rockets’ by Tony Mitton and Ant Parker to the children and they loved it as it has rhyming words which the children love to guess before hearing it!
I will also do the Rocket Balloon experiment with the children and the Rocket Mice experiment also.
Module 5 Assignment:
Activity: Rocket Balloon
To introduce the topic of rockets I would ask the children what they know, what they would like to learn and to be thinking of items to use for making a rocket of their own!
They will make predictions on how a rocket might fly and then they will watch a YouTube Kids video called How Does a Rocket Fly?
https://www.youtubekids.com/watch?v=9g0FehS0H1E&hl=en-GB
They will work in groups to discuss what they learned in the video and there will be a class discussion afterwards.
We will then discuss making a rocket and they will share ideas and new words/vocabulary with the rest of the class.
We will make a rocket balloon using a balloon, a straw, string, scissors, sellotape, two anchor points to tie the string to.
The children will take turns experimenting with and conducting the investigations. They will discuss taking their experiment to the next step by discussing
• How far does your balloon rocket travel?
• What happens if you change the string to wool, thread or other material?
• Could you use this balloon power to create something else? Create a string track for several balloons and hold a balloon rocket competition.
• Whose balloon rocket travels the furthest?We will end the lesson by reading Roaring Rockets by Tony Mitton and Ant Parker.
I agree that Marvin and Milo cartoons would be great for children. I will also make use of the resources on ESA Education, UNAWE and the Astronomy Picture of the Day. The Stellarium tool looks useful too.
Module 4 Assignment:
Activity: Animals in the Cold (ESERO 7)
• I would introduce this topic in Winter as part of our Oral Language programme (The Arctic) and when discussing different types of weather in each season.
• I would show the children pictures of penguins and polar bears? I would ask them questions like Where do they live? Are they alike? How are they different and what characteristics have they in common?
• We would look at the powerpoint presentation ‘How animals keep warm in the winter’ (Twinkl) and discuss the findings.
• The children would then do the Animals in the Cold experiment and discuss and record how their hands felt with the Vaseline and what effect water had on their hands?
• I would get the children to make an Arctic Sensory Bin to include Arctic figurines, ice cubes of various sizes and get them to experiment with the ice cubes with Vaseline applied to their hands.
• I would conclude the learning by reading ‘The Snowman’ by Raymond Briggs.
