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The lessons and resources developed for the ARC are absolutely wonderful. The two Áine’s and the Professor make the lessons very engaging. The lessons are also modern, which is so important if you are presenting to young children. They can only too easily tune out to a presentation if it does not grab their attention. I think the ‘Aquaculture and the Community’ resource would definitely be one I would use in the classroom. You could ask each child to make a list of all the jobs related to aquaculture mentioned in the video clip. You could then ask each child to chose a profession from the list and research it, the children would be able to do this on ipads which would fit nicely into our Digital Literacy Plan. It would also be something that could be explored in a wider context slotting into our STEM Education Policy. As we live close to the coast it may be possible to arrange a couple of guest speakers. I think that this would be a great activity to promote awareness of aquaculture among the children and direct and indirect impact it has/could have on their lives.
There is an oyster farm a few miles from where I live and back in the dark ages, when I was young, this oyster farm was a great place for the young lads of the day to get a part time job. I’m sure it was tough work but back then it was deemed more suitable for the stronger amongst us. My brother enjoyed his time working there. Not only providing income to those working there, aquaculture would also stimulate local economies by generating income and increasing demand for the local goods and services. It would also provide a very specific skill development to those working in the aquaculture farms.
I thought the map work activity was very useful and I would like to tie this in with a potential trip to our local oyster farm (although I wonder if health and safety would disallow this). It would be interesting to learn how many of the children in the class know that there is such a thing as an oyster farm not to mind one on our doorstep.Luke, like you I enjoyed learning about aquaculture. As an island nation we all need to play an actively responsible role in spreading awareness of these very important topics.
Learning about aquaculture educates students on sustainable practices, highlighting the importance of responsible resource management and its impact on ecosystems. Learning about aquaculture in school could potentially inspire children towards a career in marine biology or environmental science. Understanding social licence fosters critical thinking about the balance between industry and the environment. Through learning about aquaculture students gain insight into global food security issues and understand Ireland’s role in the global aquaculture industry.
I liked the project ‘ARC’ Aquaculture Remote Classroom as it is something hands-on that the children and see with their own eyes and feel themselves. It is literally a classroom on wheels. There are also some online resources to tie all the learning together. An incredible resource.
I think the earlier you introduce children to the topic of aquaculture the better. It would foster an early understanding and appreciation of the environment, teaching children the importance of sustainable practices in preserving ecosystems is of massive importance. It would also help the children to build an awareness of sustainable food and healthy eating.I completely agree with your opinion on integrating music into SESE lessons. I feel music and art bring lessons to life and often open up the imagination of the students far more quickly than words and print alone ever could.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The first song that came to my mind with the topic of the night sky is Van Morrison’s classic ‘Moondance’, in this song he references the moon and they night sky as a backdrop for romance and mysticism.
Dublin’s Declan O’Rourke wrote the song ‘Galileo‘, and it is another fine example of a piece of music that uses the sky for inspiration… “Who puts the rainbow in the sky? Who lights the starts at night?”
In the album, ‘The Gods we Can Touch”, Norwegian artist Aurora incorporates celestial themes and the mystic of the night sky into her music, exploring mythological and cosmic elements. An example of this would be the song ‘A little Place Called the Moon’.
I will put Clannad and the Gloaming together for this point, both groups are known form blending traditional Irish music with modern influences. Both group often evoke the ethereal qualitied of the night sky in their ambient, contemplative soundscapes.
W.B. Yeats frequently incorporated celestial imagery in his works, such as in “The Song of Wandering Aengus” which uses the night sky to symbolize dreams and otherworldly realms.
‘Star of the Sea” by Joseph O’Connor is a historical novel, set during the Famine, uses the metaphor of the night sky and the sea journey under the stars to explore themes of hope and despair.
“The Sky Garden” by James Turrell, located in West Cork, this renowned installation by American artist Turrell is designed for observing the night sky, blending art and astronomy in a unique setting.• How you would engage your learners to explore biodiversity in your local area and
the possible impacts of light pollution on local biodiversity.Organise a Bioblitz where students work in small groups to identify and record as many species of plants, insects, birds and other wildlife as possible within a set time frame.
Create a scavenger hunt with a checklist of various species and natural features for students to find and photograph around the school grounds and local park.
Have students create mini gardens or plant pots with native plants, then observe which insects and birds are attracted to them.
Guide students in building insect hotels and bird feeders to place around the school grounds and monitor which species use them. Encourage the children to document their observations, sketch plants and animals and write short notes on their findings.
When looking at the impact of light pollution on this same biodiversity you are faced with the challenge of having to ask parents to brings students back in to school when it is dark. Accepting that, you could arrange an evening nature walk where students can observe nocturnal animals and note the differences in animal activity with varying light levels. Organise a star gazing session on the same night, discuss light polutions impact on the night sky. Encourage children to think about how this might affect nocturnal wildlife. Encourage the students to create posters or digital presentations on the effects of light pollution, using their observations and research to suggest solutions.The first step in engaging learners about how light pollution is impacting our local area would be to have a school based lesson on ‘what is light pollution’. Seeing as there is only so much you can do for a night time activity in school, I would link in with parents of the children in my class and organise and evening walk around our village. We could meet at 7pm outside the school and identify and record different sources of artificial lights (streetlights, cars, buildings, sports field) . We could then talk about which lights might be necessary and which might be excessive or misdirected. We would then perform a simple comparison, comparing the visibility of stars and celestial objects from two different localions, one with more light pollution and one with less. Discuss how light pollution affects our ability to see the night sky. When we return to school I would invite our local Green Party couoncillor to speak about light pollution. We would do some research into how animals are affected by light pollution. We would discuss ways to help protect our wildlife from light pollution. We would discuss how it is important to have darkness to get a good nights sleep. In conclusion we would create posters about the importance of dark skies and ways to reduce light pollution.
You have some great ideas here. I think you have covered most eventualities.. even the dimmer switches which I hadn’t considered.
Marie, a KWL chart would be a great idea to consolidate this information. I think this would be a great addition to the lesson.
1. 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?
In this lesson the students will observe the moon in the morning sky and understand its phases. Students will need notebooks or observation journals, pencils and coloured markers the astronomy app Stellarium, binoculars or a small telescope (optional). They will need access to an open outdoor space with a clear view of the sky.
Explain that they will be observing the moon in the morning sky from school. Briefly discuss the moon’s phases and how they change over the lunar cycle. The best phase for morning observation: – The **Waning Gibbous** and **Waning Crescent** phases are ideal for morning observations as the moon rises after midnight and is visible in the morning sky.
Dates for Observing: Using a moon phase calendar or the Stellarium app, identify the dates when the moon will be in the Waning Gibbous and Waning Crescent phases for the current or upcoming month. For example, for August 2024: *Waning Gibbous*, August 1-7, 2024 – *Waning Crescent*: August 12-15, 2024
Morning around 7:00 AM to 8:00 AM is ideal for observing the moon in the schoolyard before classes begin. Find a clear observation spot. Use a compass or an app to find the cardinal directions (east, in this case). Have students look towards the eastern part of the sky to locate the moon. Record the moon’s position, shape, and any visible details such as craters or markings. Draw a simple sketch of the moon’s shape and position in the notebook. Note the time and date of each observation. Describe the brightness and any notable features of the moon. Use binoculars or a telescope, if available, for a closer look and more detailed descriptions. Encourage students to observe the moon every morning during the specified phases. Compare observations over the days to note any changes in position or appearance. Discuss the changes in the moon’s phase and position over the observation period.Shane, I agree with you and believe that making a sundial in school with the students would be a lesson the students would enjoy very much. Hands on activities tend to be much more engaging than those lessons that are simply book based.
Observing and Recording the Sun’s Positions
In this lesson students will learn to observe and record the positions of the sun at sunrise, sunset and at various times of the day to understand its movement.
Students will need:
Notebooks or observation journals, pencils and coloured markers, compasses (to determine direction), clocks ot watches, large protractor (optional for measuring angles), digital cameras or tablets (optional for taking photos)
Begin with a class discussion about the sun, ask students what they already know about the suns movement.
Explain that the sun appears to move across the sky during the day because of the Earth’s rotation.
Tell the students that today they will be working as scientists, observing and recording the sun’s positioning at different times to understand its daily path.
Activity 1:
Home assignment: Ask students to observe the sunrise and sunset from their homes for a week.
Have students find a spot with a clear view of the eastern horizon.They should note the exact time and position on the horizon where the sun rises. Similarly, they should find a spot with a clear view of the western horizon, noting the time and position where the sun sets.
Students should draw the horizon line in their notebooks and mark the sun’s position each day, noting any changes over the week.
Activity 2: Observing the Sun During the Day (School Grounds):
1. Morning Observation (9:00 AM) Go outside to a designated open area.
Use a compass to determine the direction. – Record the sun’s position in the sky. Draw a simple sketch showing the position relative to the surroundings. – Note the time and direction (e.g., southeast).
2 Midday Observation (12:00 PM) Repeat the same steps as the morning observation. – Students should compare the sun’s position to their earlier observation.
3 Afternoon Observation (3:00 PM) Conduct a final observation following the same procedure. – Record and sketch the sun’s position.
Activity 3: Analysing Observations
1. Class Discussion
Have students share their observations. Discuss any patterns they notice. – Explain why the sun appears to move across the sky from east to west.
2. Compare Sunrise and Sunset. Discuss how the positions of sunrise and sunset change over the week.
3. Explain how this is due to the tilt of the Earth’s axis and its orbit around the sun.
Activity 4: Creating a Sun Path Chart. On a large sheet of paper, students will create a chart showing the sun’s path throughout the day. – Use different colours to mark the positions at different times. – Label each position with the time and direction.
Ask students to write a short paragraph about what they learned from their observations.
