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Hi Síle, living in Wicklow, you really are so lucky to have all of that within reach! Teaching in a midlands school is definitely tougher as the coast and mountains are just not as accessible for us!
Living and teaching in Maynooth, has highlighted for me how sustainability can be incorporated into everyday community life. There are many opportunities to promote sustainable transport through walking, cycling and public transport, while local green spaces and the River Rye provide opportunities to appreciate and protect biodiversity. Recycling, reducing waste and encouraging responsible use of resources are also important aspects of sustainability within the community.
In the classroom, I would encourage my students o explore sustainability through a local area investigation. Students could conduct an environmental audit of the school, looking at energy use, water consumption, waste management, biodiversity and transport. They could collect and analyse data before identifying areas where improvements could be made.
This could develop into a STEM project where students work collaboratively to design practical solutions, such as a biodiversity garden, improved recycling system or campaign to encourage walking and cycling to school. The students could also investigate the impact of local environmental issues on the wider community and present their findings to the school.
I feel this approach would help my students understand that sustainability is not simply a global concern; it is something that can be addressed through informed choices and practical action within their own local community.
Hi Triona, I like the idea of using Aistear in the younger classes and having a fish shop or seafood market. I also have the issue of teaching in the midlands and to be honest it is not something I would have really touched on as I didn’t see it having a direct relevance to the students’ lives!
The ARC resource on the nutrition of seafood has highlighted for me how valuable real-world contexts can be in developing students’ understanding of healthy eating and STEM. Seafood provides important nutrients such as protein, omega-3 fatty acids, vitamins and minerals, and exploring these can help students understand the relationship between diet, health and wellbeing.
In the classroom, I could use seafood as a practical starting point for cross-curricular learning. In Science, students could investigate nutrients and their functions in the body, while Mathematics could involve comparing nutritional information on food labels, calculating quantities and interpreting data. SPHE could provide opportunities to discuss balanced diets and making informed food choices. Geography could also explore where seafood comes from and the sustainability of different sources.
I particularly like the potential for inquiry-based learning. Students could compare different types of seafood, research their nutritional benefits and evaluate how seafood can contribute to a balanced diet. This could encourage students to critically assess information and make evidence-based decisions.
Overall, the resource demonstrates that nutrition education can move beyond theory and become an engaging, practical learning experience that connects STEM with students’ everyday lives.
Hi Triona. I enjoyed reading your response, I totally agree about STEM becoming a natural part of everyday teaching!
The ARC online lessons provide a valuable model for making STEM learning meaningful, practical and connected to real-world issues. The lessons on aquaculture, seafood nutrition, local communities and sustainability could be adapted into inquiry-based activities where the students investigate questions, gather evidence, analyse data and develop solutions. This aligns with the STEM Education Policy Statement’s emphasis on curiosity, inquiry, problem-solving, creativity, collaboration and learner engagement.
In my own teaching, I would use these resources as a starting point for cross-curricular learning, linking Science with Mathematics, Geography, Technology and aspects of SPHE. I would also encourage my students to consider sustainability and the impact of human choices on local communities, helping them see STEM as relevant to everyday life.
At whole-school level, STEM could become part of the SSE process by identifying current strengths and areas for development, gathering evidence of pupils’ STEM experiences, and setting measurable targets for improvement. Staff could collaborate on shared STEM projects, review resources and teaching approaches, and use student voice to evaluate engagement. This would support the policy’s four pillars, particularly learner participation, teacher capacity, STEM practice and evidence-informed improvement.
I agree that this would be a great topic to cover in schools. I think we can be guilty of forgetting to cover topics like this in inland county schools, I would have felt that aquaculture didn’t relate directly to the children I teach and their lives, but I now realise, I was wrong!
Aquaculture farms in Ireland are mainly located along the country’s extensive coastline, particularly in sheltered bays, sea lochanna, and coastal areas where conditions are suitable for farming species such as salmon, mussels, oysters, and seaweed. Reflecting on their location, I can see how aquaculture is closely connected to the communities that surround Ireland’s coastal waters.
Aquaculture can make an important socio-economic contribution to these communities by providing employment and supporting local businesses. Jobs can be created directly on farms and indirectly through processing, transport, equipment suppliers, and tourism. In areas where employment opportunities may be limited, aquaculture can help maintain livelihoods and encourage people to remain in coastal communities.
I also recognise that aquaculture needs to operate responsibly to maintain the trust and support of local people. Environmental impacts, competing uses of coastal waters, and concerns about wildlife need to be considered alongside economic benefits. Overall, I believe well-managed aquaculture can contribute significantly to the social and economic sustainability of Ireland’s coastal communities while supporting local food production and livelihoods.
Hi Rosemarie, how lucky you are to be in such a wonderful location for your students to study Aquaculture!
Using tools to explore Aquaculture and Social License could create meaningful, real-world learning opportunities for my students. Interactive resources, along with videos, case studies, and discussions can help students understand how aquaculture contributes to our food production, employment, and local economies, while also encouraging them to consider environmental sustainability.
Learning about Social License is particularly valuable because it shows students that successful industries depend not only on laws and regulations, but also on trust, communication, and community acceptance. Students can examine different perspectives, such as those of aquaculture farmers, local communities, environmental groups, and consumers. This can develop critical thinking, empathy, and the ability to evaluate evidence and competing viewpoints.
These topics also provide opportunities for cross-curricular learning, connecting science and environmental studies with Geography, Maths (graphing and satistics)and SPHE. By engaging with authentic issues and using digital tools to investigate them, students can become more informed and responsible decision-makers. Ultimately, learning about aquaculture and Social License can help students appreciate the complexity of balancing economic development, environmental protection, and community interests.
This is a great question, I would love to see some more wildlife around our little country school and it would make for a wonderful learning environment!
Question: How does the amount of food waste produced in our school affect climate change, and what could we do to reduce it?
I would encourage pupils to participate by making the investigation practical and relevant to their everyday lives. First, I would discuss food waste with the class and ask pupils what they think happens to leftover food when it is thrown away. We could then collect data by measuring the amount of food waste produced in the school over a week and record the results.
Pupils could work in small groups to investigate different aspects of the issue, such as where most food waste comes from, why food is wasted, and how food waste contributes to greenhouse gas emissions. They could present their findings through posters, graphs or short presentations.
To make the activity meaningful, I would encourage pupils to suggest realistic solutions, such as reducing portion sizes, improving food choices, composting or encouraging pupils to take only what they will eat. This would give pupils ownership of the project and show them that small changes in their everyday behaviour can contribute to tackling climate change.
Hi Nicola, I totally echo your thoughts here. I was unaware of just how many satellites were out there! I was fascinated, and I have come up with completely different ones to yours!
Using the Satellite Tracker app, I identified five satellites that have passed over Ireland: Resurs-DK No.1, ALOS, ADEOS-II, Aqua and Envisat.
These satellites have been used for different types of Earth observation. Resurs-DK No.1 was designed to take high-resolution images of Earth’s surface and monitor natural resources, pollution and environmental changes. ALOS (Advanced Land Observing Satellite) was used for mapping, monitoring disasters and surveying natural resources. ADEOS-II collected information about global environmental changes, including climate change, atmospheric conditions and the oceans. Aqua is a NASA satellite that studies Earth’s water cycle, including clouds, precipitation, water vapour, snow and ice. Envisat monitored the atmosphere, oceans, land and climate, providing important environmental data.
I found this activity interesting because it shows how satellites passing overhead can collect information that helps scientists understand and monitor our planet. It also demonstrates how technology can support research into climate change and environmental issues.
Hi Margaret, I agree with your comments about the Green Schools intiative. We use this in our school and have introduced ‘Walk on Wednesdays’ to encourage more students to walk (at least some of the distance!) to school. Our students have also gotten a great understanding of recycling and environmental responsibility.