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Sustainability in the Classroom and School is often addressed through the Green School initiatives. however, here are a few ideas.
Students can easily become more sustainable by making small changes in their everyday lives. They can turn off lights, computers and taps when they are not being used, helping to save energy and water. Students can reduce waste by using reusable lunchboxes and reusable water bottles instead of single-use plastics. They can also recycle paper, plastic and other materials correctly.For those that live close enough, walking, cycling or scooting to school, when it is safe and possible, can reduce pollution and encourage healthy lifestyles. At home and in school, students can avoid wasting food by taking only what they can eat and using leftovers where possible.
If you are lucky enough to have a school garden, students can also care for nature by planting flowers, vegetables or trees, protecting wildlife and keeping their local area free from litter. Reusing materials for art and school projects is another simple way to reduce waste.
By practising these habits every day, and discussing your classroom choices, students learn that their actions can make a positive difference. Small choices, when made regularly, can help protect the environment and contribute to a more sustainable future for everyone.
Students could engage with sustainability by exploring their local area and identifying positive environmental practices. For example, a class could carry out a “sustainability walk” around the school or local community, observing recycling facilities, green spaces, transport options and identify areas where improvements could be made. Pupils could record their findings through drawings, photographs or simple charts and include these in a letter to the Local County Council.
Within the classroom, students could develop practical projects such as reducing food waste, creating a recycling campaign or growing plants. These activities would encourage active learning and help pupils understand that sustainability is connected to their own actions.
Reflecting on sustainability in the local town would highlight the importance of developing student’s sense of responsibility towards their community. By investigating local issues and participating in meaningful activities, students can become more aware of environmental challenges and recognise that even small actions can contribute to a more sustainable future.
Naomi linking with external groups is such a good idea.
Sustainability is very visible in our town through initiatives that encourage communities to care for the environment and use resources responsibly. There are large numbers of recycling bins, a recycling centre, many green spaces, and many beautiful flower arrangements by the Tidy Towns team. In recent years there has been a huge focus on promoting walking and cycling. Cycling lanes around the town and green walking tracks are kept in great condition and are increasingly used. These facilities help create a cleaner and more sustainable community. Local environmental projects, such as these, provide opportunities for people to consider how their everyday choices affect the natural world.
Claire,
Following your example of a tasting day. I always try to incorporate a practical element into lessons or projects. So I think I would also work towards tasting or cooking fish!
With a younger group you could examine how seafood is an important part of a balanced diet, providing nutrients such as protein, omega-3 fatty acids, iodine and vitamin D, which support children’s growth, brain development and overall health. Reflecting on this topic highlights the importance of helping students understand where food comes from and how it contributes to a healthy lifestyle.
A 1st and 2nd class group could start by learning about seafood. This could be a practical and engaging task using a range of shelled fish and samples of fin fish. Using the SPHE and Science curricula, pupils could explore different types of fish and shellfish, sort the foods, and discuss the idea of a balanced diet. A simple food-tasting activity, where appropriate and mindful of allergies, could encourage children to explore and taste new foods. Pupils could also create a “healthy plate” or plan a “healthy dish” featuring locally available seafood, a tasting session such as a chowder day could be incorporated.
This learning should be inclusive, recognising that not all children eat seafood because of allergies, cultural beliefs or personal preferences. Through discussion and hands-on activities, children can develop an understanding of healthy eating while respecting different dietary choices.
Thinking the same thing Orla. We are lucky enough to have fishing industry close by and many of the student’s would know someone working in the area and could connect easily with an industry speaker!
Claire,
A great post. Concise and to the point with super examples of critical thinking through evaluation and reflection activities.
M
Using the ARC resources has encouraged me to rethink lesson design by starting with a real-life problem rather than presenting facts for students to learn. A STEM challenge for fifth and sixth might be: “Where would be the best place to locate a new sustainable aquaculture farm in Ireland?”
Instead of providing the answer, students could investigate maps, photographs, videos and ARC virtual resources to identify factors that influence location, such as water quality, shelter, tides, biodiversity, tourism and proximity to local communities. Working in groups, students could then select a suitable location and justify their decision using evidence.
The task could develop into an engineering design challenge where students create a model or digital representation of their proposed aquaculture farm. They would decide which species to farm and consider how the farm could minimise environmental impacts. This would encourage creativity, problem-solving and collaboration.
The activity would also develop critical thinking, as students would need to compare evidence, consider different viewpoints, identify advantages and disadvantages, and defend their decisions. They could present their proposals to the class as a local planning committee, developing communication and decision-making skills.
Digital competency could be developed through using online maps, virtual tours, videos and digital presentation tools to research, record and communicate findings. Technology therefore becomes a tool for investigation and creativity rather than simply a way of presenting information.
A second challenge could be: “How can we produce more seafood while protecting the marine environment?” Students could investigate sustainable aquaculture and design solutions involving waste reduction, renewable energy, animal welfare or environmental protection.
Overall, ARC provides an authentic context for STEM learning. It supports an approach of problem → investigation → collaboration → design → evaluation → communication, helping students develop critical thinking, creativity, problem-solving and digital skills while learning about Irish aquaculture.
Hi Patrick,
I agree, it is an important topic. I hadn’t realised it was such a growing industry. I have completed this module with a strong sense that there is more interest in growing it further to increase food production.
Reflecting on the location of aquaculture farms in Ireland, it is clear that the west coast provides particularly suitable conditions for the industry. From Donegal to Cork, aquaculture is closely associated with sheltered bays, sea loughs and coastal waters. Finfish production, particularly Atlantic salmon, is concentrated mainly on the western coast, while shellfish farming, including oysters and mussels, is found in many bays and estuaries, and has smaller production companies on the east coast.
The geography of the west coast has important characteristics that are the reason for this concentration. Its numerous bays, islands, sheltered inlets and clean marine waters provide suitable environments for different types of aquaculture. Areas such as Clew Bay, Achill, Galway Bay, or Donegal Bay. The bays provide suitable shelter from harsh tides.
What I find particularly significant is the relationship between aquaculture and the communities where it is located. Many west coast communities are rural and remote, with fewer employment opportunities than urban areas. Aquaculture provides important local employment and income, while also supporting transport services, boat services, equipment, processing, packaging and other businesses associated with servicing employees, local mechanics, engineering or fitters. Not to forget the industry created by the anquacu itself, such as tourism. Employees spending their wages locally creates further economic benefits.
The industry provides employment and economic activity, demonstrating how marine resources can connect coastal communities with national and international seafood markets.
I also recognise the important social and cultural contribution of aquaculture. Providing employment can help people remain living and working locally and support communities with strong maritime traditions. It can also provide economic resilience where traditional fishing activities are under pressure.
However, aquaculture must maintain positive relationships with local residents, fishermen, tourism interests and other marine users. Responsible development, environmental monitoring and communication are essential.
Overall, I now see aquaculture is closely connected to the economic and social wellbeing of coastal communities. Its future development should balance employment and economic benefits with environmental protection and community interests.
The aquaculture digital resources are an interesting, accessible and engaging way to introduce aquaculture to students. The resources developed by BIM, particularly the Aquaculture Remote Classroom (ARC) online lessons, provide a valuable starting point for bringing an industry that may be unfamiliar to many students alive in the classroom.
The ARC online resources are particularly useful because they make aquaculture relevant to Ireland, mentioning local areas where students are likely to have visited. This module explains clearly what aquaculture is, using examples of different types of oysters. The module examines the Galway Bay Native Oyster Restoration project to introduce how aquaculture can be a sustainable Irish seafood. These resources provide opportunities to move beyond simply teaching students the definition of aquaculture and instead students explore the environmental, economic, social and nutritional importance of aquaculture.
I think the use of digital resources has significant potential to make aquaculture more accessible to students who may have little direct experience of the sea or seafood production. Virtual tours, videos, quizzes and interactive activities allow students to see how salmon, oysters and mussels are farmed without having to visit a working aquaculture site. The ARC lessons connect with areas of Science, History, Geography, English and SPHE. As well as Green Schools, Sustainability Flag, Healthy Eating and Wellbeing.