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I agree that collaboration between teachers is important when developing STEM activities across a school. Sharing ideas and resources can help build confidence, especially for teachers who may feel less comfortable teaching STEM. The ARC resources provide a great starting point for creating engaging lessons that encourage curiosity, teamwork and creativity. By giving pupils more opportunities to ask questions, test ideas and find solutions, we can help them develop important skills that will support their learning both inside and outside the classroom.
Exploring the ARC online lessons and resources has given me new ideas for incorporating STEM learning into my teaching practice. As a 5th class teacher, I can see how aquaculture provides an engaging context for developing skills in Science, Technology, Engineering and Maths, while also linking with Geography and environmental awareness.
The resources encourage pupils to ask questions, investigate real-world problems, work collaboratively, and develop solutions. These skills align closely with the aims of the STEM Education Policy Statement, which promotes creativity, critical thinking, and applying knowledge to real-life situations.
I also see opportunities to use STEM education as part of the SSE process by identifying areas for improvement, sharing ideas among staff, and developing whole-school approaches to STEM learning. Activities based around aquaculture could help pupils understand sustainability, marine ecosystems, and the importance of protecting our environment. Overall, the ARC resources have shown me how STEM can be meaningful, practical, and connected to everyday life.
I enjoyed reading your reflection and agree that aquaculture plays an important role in supporting coastal communities in Ireland. I think it is interesting how it provides employment while also supporting local businesses and preserving maritime traditions. It is important that sustainability remains a priority to protect marine environments for future generations.
This module helped me understand why aquaculture farms are located in certain parts of Ireland. I learned that they need clean water, sheltered bays, and the right environmental conditions to grow fish and shellfish successfully. Ireland’s long coastline makes it an ideal place for sustainable aquaculture.
I also learned how important aquaculture is for many coastal communities. It creates jobs, supports local businesses, and provides fresh, sustainable seafood. In many rural areas, aquaculture helps support families and strengthen the local economy.
As a 5th class teacher, I can see how this topic could be explored through Science, Geography and SPHE. Pupils could investigate where aquaculture farms are located in Ireland, discuss why these locations are suitable, and explore how aquaculture benefits both people and the environment. These real-life examples would encourage discussion, critical thinking, and an appreciation of sustainable food production.
I really enjoyed reading your reflection. I think using local examples from is a great way to make learning more meaningful, as many children will already have connections to the sea through their families or communities. I also liked your point about adapting the concept of Social Licence for infant pupils. Your ideas for using maps, collaborative research, and presentations also demonstrate how aquaculture can provide engaging, cross-curricular learning opportunities while helping pupils develop an appreciation for Ireland’s marine environment.
Before starting this module, I knew very little about aquaculture. I was surprised by how important aquaculture is in Ireland and by the strong focus on sustainability and responsible environmental practices. Learning about Social Licence also helped me appreciate the importance of involving local communities and building trust through education and open communication.
As a primary school teacher, I can see many opportunities to bring these topics into the classroom through Science, Geography, History and SPHE. Children are naturally curious, and exploring marine life, sustainable food production and Ireland’s coastal communities would provide meaningful, real-world learning experiences. I particularly enjoyed the ARC online lessons and videos, which offered engaging, age-appropriate ideas that could easily be adapted for primary pupils.
I love how child centred these ideas are. I particularly like that the children could make posters and presentations
The night sky has long been a source of inspiration for artists, musicians, and poets. Here are some songs, poems, and artworks that connect us to the beauty and mystery of the night sky:
Songs:
1. “Space Oddity” by David Bowie – A song that explores the vastness of space and the sense of isolation and wonder it can bring.
2. “Vincent (Starry Starry Night)” by Don McLean – Inspired by Vincent van Gogh’s famous painting “The Starry Night,” this song reflects on the artist’s life and his connection to the night sky.
3. “Starman” by David Bowie – A song about a mysterious figure from the stars who brings a message of hope.
4. “Talking to the Moon” by Bruno Mars – A heartfelt song about longing and connection, using the moon as a metaphor.
5. “Rocket Man” by Elton John – A song that expresses the loneliness and wonder of space travel.
6. “A Sky Full of Stars” by Coldplay – speaks of feeling lost and alone but finding hope and beauty in the vastness of the night sky.
Poems:
1. “The Star” by Jane Taylor (Twinkle, Twinkle, Little Star) – A classic children’s poem that marvels at the stars.
2. “When I Heard the Learn’d Astronomer” by Walt Whitman – A poem about the awe of experiencing the night sky directly rather than through scientific analysis.
3. “To the Moon” by Percy Bysshe Shelley – A poem that reflects on the changing and mysterious nature of the moon.
4. “The Moon” by Robert Louis Stevenson – A simple and lyrical poem that captures the beauty of the moon in the night sky.
5. “Stars” by Sara Teasdale – A poem that expresses the timeless beauty and serenity of the stars.Artworks:
1. “The Starry Night” by Vincent van Gogh – One of the most famous paintings in the world, it captures the swirling energy of the night sky.
2. “Nocturne in Black and Gold – The Falling Rocket” by James Abbott McNeill Whistler – A moody, atmospheric painting that depicts the night sky and fireworks.
3. “The Falling Star” by J.M.W. Turner – A painting that captures the drama and beauty of a falling star.Incorporating the needs of nocturnal species, especially those that rely on dark skies, into school biodiversity plans involves a multi-faceted approach that educates students while promoting a healthier environment for these species. Here’s how I would approach this:
1. Begin by educating students about nocturnal species and the importance of dark skies for their survival. Lessons could focus on how light pollution affects the behavior, feeding, and migration patterns of nocturnal animals, such as bats, owls, and certain insects.
2.Involve students in conducting a light pollution audit of the school grounds. This activity would help identify areas where artificial lighting could be reduced or modified to be more wildlife-friendly.
3. Based on the audit findings, propose the installation of shielded, low-intensity lighting.
4. Develop specific areas on the school grounds that are designed to support nocturnal wildlife. For example, planting native trees and shrubs can provide shelter and food sources for nocturnal animals.
5.Encourage students to extend their learning beyond the school by .
6.Set up a student-led monitoring program to observe and document the presence of nocturnal species on school grounds over time. This could include night-time surveys, installing motion-activated cameras, or conducting sound recordings.these activities sound great for the children to explore light pollution. I will definitely make use out of that link in my classroom-thank you! Its a great way for children to see and compare light pollution in other countries!
Detail how light pollution is impacting your local area and how you would engage your learners to explore this
I am from a very rural area in the west of Ireland. Growing up tit would have been very dark at night- the only light source being the sky! However, the population has increased and so has the light pollution. It is reducing the visibility of stars and planets, disrupting ecosystems, and affecting human health by interfering with sleep patterns. To involve students in learning about light pollution, It is important to begin by discussing its causes, such as excessive street lighting, brightly lit buildings, and outdoor advertisements.
In the classroom, light pollution can be explored in many ways. The children could perform experiments that demonstrate how light scatters and its effects on visibility. Students should be engaged in discussions about the ecological consequences for nocturnal animals and plants. They should be encouraged to brainstorm and present solutions to reduce light pollution, like advocating for shielded lighting or organizing community awareness campaigns. This comprehensive approach sparks curiosity and empowers students to advocate for darker, starry skies.
The use of the videos are an excellent idea to help children to understand and make connections with their findings
Plan to observe the moon:
By referring to a moon phase visibility guide, it appears that the first quarter moon will be visible in the morning during September 2004. I plan to design a lesson where children explore the factors that influence the visibility of moon phases, focusing on the relative positions of the sun, Earth, and moon. To give them a hands-on experience, children can recreate the moon phases using models—balls representing Earth and the moon, with a light source for the sun. This activity will prepare them to observe the first quarter moon in September, enabling them to identify the specific phase they see based on what they learned in class. They can also note any visible features during this phase. Later in the year, in early December, the New Moon will be visible early in the school day, offering another opportunity to revisit the topic. This time, children can contrast their observations from September with those from December when a different phase is visible.
