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As our school is in a rural area, many of the children are lucky enough to see a much darker night sky than children living in towns or cities. However, because we are quite close to Waterford City, we can also discuss how artificial lighting affects what we can see in the sky. I would begin by asking the children to share what they can see from their homes at night. Some may be able to see lots of stars, while others living closer to the city may notice fewer because of light pollution.
To explore this further, I would ask the children to complete a simple star count at home with their families on the same evening, recording approximately how many stars they can see and whether they live in a darker rural area or closer to the city. Back in class, we would compare our results and create a bar chart as part of the Maths Data strand. We could also discuss why streetlights, buildings and cars make it harder to see stars and how this affects wildlife as well as people (circadian rhythm) . As a creative follow-up, the children could produce artwork comparing a dark rural sky with a brightly lit city sky, helping them visualise the impact of light pollution.
I really like reading a story to engage the infants and also to finish with an art activity, sounds like a lovely lesson.
For my 2nd class in our small rural school, I think observing the Moon would be a lovely way to encourage curiosity and link science with art and maths. We are lucky to have plenty of outdoor space, so we could easily head outside for short observations during the school day.
The best phase of the Moon to observe in the morning is the Last Quarter Moon because it is high in the sky during the morning and can still be seen after sunrise. This makes it ideal for observations during school hours.
For the 2026–2027 school year, I would plan our observations around these approximate Last Quarter dates:
8 September 2026
8 October 2026
6 November 2026
6 December 2026
5 January 2027
29 January 2027
28 February 2027
29 March 2027
27 April 2027
27 May 2027
25 June 2027 (according to time and date.com)I would bring the children outside around 9:30 or 10:00 a.m. to look for the Moon and record where they see it in the sky. They could sketch what it looks like in a Moon journal and use black paper with chalk or paint to create Moon phase artwork back in the classroom. We would also measure how many days passed between each observation and create a simple class graph showing the Moon’s changing shape throughout the year. I think my class would really enjoy comparing their drawings over time and seeing the patterns emerge, making the investigation both creative and scientific.
Having this as a year long activity would really provide in depth results for the children and give them an opportunity to explore how the sun changes over a larger amount of time
Q3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Students could observe and record the Sun’s position over one week to identify patterns in its movement. I would begin with a discussion about Sun safety, reminding students never to look directly at the Sun. They will observe the Sun indirectly by noting its position in the sky, the direction of shadows, and the time of each observation.
Each day, students will make observations at three set times (e.g., 9:00 a.m., 12:00 p.m., and 3:00 p.m.). They will stand in the same location in the schoolyard and use a compass to identify direction. Students will record the Sun’s approximate position (east, south, west), sketch its location on a simple sky diagram, and measure the length and direction of a fixed object’s shadow, such as a metre stick. If possible, they will also note where the Sun rises and sets by observing the horizon before or after school, or by using teacher-provided photographs – we could also record time of sun rise and sun set here.
Students will put their findings into a table including the date, time, Sun’s position, and shadow observations. At the end of the week, the class will compare results, identify patterns, and discuss how the Sun appears to move across the sky from east to west. They will conclude that the Earth’s rotation causes these apparent changes in the Sun’s position. This could be simplified for younger students or provide a great opportunity for multi class work.
I love that you are close the greenway, what a great resource to have. I am going to use your idea of having eco rules in the class and among the school to help our classrooms and school become more sustainable.
Sustainability is becoming more and more noticeable in our area, and it’s a great way to get pupils thinking about how we care for the environment. Things like new cycle paths and greenways have made a real difference lots of families are now using bikes for school runs or weekend trips, which is lovely to see. It’s not just good for the planet, but it’s healthy too. Our local Tidy Towns group does amazing work planting flowers, keeping public spaces clean, and running regular clean-up days. There are also plenty of recycling spots around bottle banks, compost bins, and even local campaigns that help families learn how to manage their waste better.
In the classroom, I’d love to build on this by taking the kids on walks around the area to spot examples of sustainability. We could do simple projects like surveys, posters, or even link up with the Tidy Towns group. A Green Week at school would also be a fun way to get everyone involved and thinking green and using what is available to us
I love all the different areas you have suggested for integration, there is really no excuse for any age group, thanks for all the ideas!
Learning about the nutrition of seafood really opened my eyes to how much potential it has as a classroom topic. Kids are naturally curious about food, and when they hear that eating fish can help their brains and bodies grow stronger, they really tune in! Seafood is full of great stuff like omega-3s, protein, and vitamins which sounds scientific, but even our younger students love getting their heads around those “big” words. It gives them a real confidence boost.
In the classroom, there are so many ways to bring this to life. We could link it with SPHE and science through lessons on healthy eating, or even do creative writing or art projects around “superfoods for superheroes.” Simple cooking demos or food tastings could really get them engaged, especially if families are involved too.
It’s also a great tie-in with sustainability and the Green-Schools programme—talking about where seafood comes from and making smart, eco-friendly food choices. Lots of learning, and enjoyment
I agree with you Michaela, The ARC is such a great way to make STEM more real and interesting for the kids. You pointed out the cross-curricular links which I think are great and it just shows how easily topics like aquaculture can tie into science, geography, SPHE, and even maths. It’s a fun and meaningful way to get students thinking and working together. I also think it’s a smart idea to use ARC as part of the SSE process. It gives schools a clear way to build on their STEM teaching in a hands-on and engaging way.
One of the strengths of STEM is its integrated nature, and I really appreciated how the ARC lessons embraced this multidisciplinary approach. The inclusion of Irish culture elements, like the story of The Salmon of Knowledge, offered a brilliant engagement activity to start a STEM lesson and helped me see how cross-curricular integration can bring lessons to life. I could use this story in my own teaching by sequencing the lifecycle of a salmon in Science, building a model fish trap in , carrying out filtration experiments, using Book Creator or PowerPoint for a digital retelling , and exploring probability and chance in Maths.
These activities not only support the aims of the STEM Education Policy by encouraging critical thinking, creativity and collaboration but also tie into SPHE and the Green-Schools programme, particularly in relation to sustainability and wellbeing.
From an SSE perspective, if our school focused on enhancing STEM through cross-curricular integration, a theme like aquaculture would provide meaningful opportunities to develop both teaching and learning in a consistent and engaging way.
Totally agree with you Susan, I hadn’t really thought about how much Ireland’s geography and climate shaped where aquaculture farms are set up, but it makes perfect sense now. The sheltered bays and places like Killary Fjord really do offer the ideal spots. I also thought the point about the impact on local communities was so important. it’s not just about seafood, it’s about jobs, local businesses, and keeping small towns going. When it’s done right, it’s such a positive example of working with nature.
Ireland’s long, rugged coastline makes it the perfect place for aquaculture. From Donegal to Cork, farms in sheltered bays like Killary and Bantry Bay are producing fish, shellfish, and seaweed. These farms are often in remote areas where traditional jobs like fishing or farming have declined.
Aquaculture has become a lifeline for these coastal communities. It provides steady, year-round jobs—not just on the farms, but also in related industries like boat maintenance, packaging, and transport. This keeps money in the local economy and helps support schools, shops, and public services.
For young people especially, aquaculture offers a reason to stay local rather than moving to cities or abroad. It also helps improve local infrastructure like piers and broadband.
Beyond the economy, aquaculture connects people to the sea in a sustainable way. Festivals like the Galway Oyster Festival show how it’s become part of local culture. With smart management, it’ll keep supporting these communities for years to come.
Mark I have to agree with you that teaching children more about the food in their environment can only encourage them to take interest in trying some for themselves. The journey from sea to plate is one that children won’t have an understanding of and to teach them will open up conversation about where there food comes from both in school and at home.
The tools in this module are a great way to get students interested in aquaculture in a fun and meaningful way. The videos, interactive activities, and real-life examples help bring the topic to life, making it easier for students to understand how aquaculture works and why it matters. Learning about social license gets students thinking about the bigger picture, how important it is to earn public trust, make sustainable choices, and look after the environment.
These tools also work well across different subjects like science, geography, and SPHE, while helping to build digital skills and encouraging students to think critically. For younger kids, the characters and animations grab their attention, and for older students, programmes like the Young Chef Ambassador can spark an interest in cooking, food systems, and future careers.
Most importantly, it helps students see the bigger journey from sea to plate and why seafood matters, not just for health, but for jobs and local communities too. It could even encourage more of them to give fish a try!