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Your pupils are gaining great hands on experience through these activities. Growing vegetables and learning about crop rotation is a brilliant way to help children understand where food comes from and why sustainable practices are important.
Living in West Limerick, I can see sustainability being practised in many ways. The work of our local Tidy Towns groups, the Great Southern Greenway and community clean up events all encourage people to look after the environment and take pride in where they live. Our school also promotes sustainability through recycling, reducing waste, planting flowers and encouraging children to care for our outdoor spaces. These are simple actions, but they help children understand that everyone has a role to play in protecting the environment for the future. This links with the module’s definition of sustainability as using resources responsibly so they are available for future generations.
After completing this module, I would like to help my pupils explore sustainability in a more hands on way. We could investigate the work of our local Tidy Towns committee, complete a litter survey around the school or along the Greenway and discuss how these projects improve our local area. I would also encourage pupils to think about the choices they make every day, such as recycling, reducing waste and choosing sustainably produced food where possible. Sustainability does not have to involve big changes. Small actions taken by individuals, schools and communities can make a real difference and help children become responsible citizens who value and protect their local environment.I really like your idea of using a food diary as it encourages pupils to reflect on their own eating habits in a simple way. The I Spy activity is also a great way to make the learning practical and connect it to real life.
Completing this module has helped me understand the importance of including seafood as part of a healthy balanced diet.I found it particularly interesting to learn about Omega 3, Vitamin D and iron and how they support brain development, healthy bones and overall wellbeing. I also learned that seafood is included in the protein section of the Food Pyramid and plays an important role in helping people stay healthy.
Working in a junior ASD class, I can see lots of ways to apply this knowledge in my teaching. Many children with autism can be selective eaters so it is important to introduce healthy foods in a positive and supportive way without creating pressure. I could use visual supports, social stories and hands on activities to help pupils become more familiar with different types of seafood and healthy food choices. We could sort foods into the Food Pyramid, explore food packaging and identify sustainable seafood labels during practical classroom activities.
This module has reminded me that teaching healthy eating is about more than nutrition. It is also about helping children build confidence, make informed choices and develop healthy habits that can support them throughout their lives.Using the Salmon of Knowledge is a great way to connect Irish mythology with science and helps make the lessons more engaging for pupils.
The ARC online lessons and resources gave me some useful ideas that I can adapt for my own classroom. As I teach in a junior ASD class, I would need to simplify many of the activities and use plenty of visuals, sensory materials and hands-on learning. The topics of sea life, habitats and aquaculture would work well alongside Aistear and play-based learning, helping pupils build vocabulary, explore their environment and develop early STEM skills.
The module also reminded me that STEM is much more than Science and Maths. It can be integrated across different subjects through exploring, questioning and problem-solving. Even simple activities like sorting sea animals, looking at maps, or discussing where food comes from can help children develop curiosity and communication skills in an enjoyable way.
From a whole-school perspective, these resources could support our School Self-Evaluation by encouraging teachers to share ideas and develop more consistent STEM experiences across the school. Reflecting on what works well and gathering evidence of pupil engagement can help us improve our practice. Overall, this module has given me practical ideas that I can adapt to meet the needs of my pupils while supporting our school’s STEM and SSE goals.I enjoyed reading your post, especially the local examples from Kilmore Quay. It was interesting to see how aquaculture supports not only fishing but also transport, marine engineering and tourism through the Saltee Islands.
After learning about where aquaculture farms are located in Ireland I can see why they are mostly found along the west coast. The sheltered bays, inlets and shorelines provide the right conditions for farming fish and shellfish. Ireland’s mild climate and clean waters also make it an ideal place for aquaculture. I found it interesting that different species need different environments. For example salmon need deep water with strong currents while oysters grow best in sheltered intertidal areas.
I also think aquaculture is very important for coastal communities. Many places on the west coast are not suitable for traditional farming because of the mountainous landscape so aquaculture gives people another way to earn a living. It creates jobs on fish farms as well as in processing, transport and other local businesses. It also helps keep small coastal communities alive by providing employment and supporting the local economy. Overall this module helped me understand how Ireland’s geography and climate make aquaculture possible and why it is such an important industry for many coastal areas.
I agree that living away from the coast can make aquaculture feel like a less familiar topic, so it’s great that this course helps build awareness. I also liked your point about how learning about aquaculture can influence students’ future career interests and food choices. The ARC seems like a fantastic way to make the topic more engaging and accessible for children.
Before completing this module, I didn’t know a lot about aquaculture or what Social License meant. I found it interesting to learn how seafood is farmed in Ireland and why it is important for the industry to work responsibly and have the support of local communities.
As a junior ASD teacher, I think these resources would be useful in the classroom. The videos and interactive activities would suit many of my students, as they respond well to visual learning and practical, engaging lessons. I also like that the topic can be linked with Science, Geography and learning about the environment.
Teaching children about aquaculture at a young age helps them understand where their food comes from and why sustainability is important. Learning about Social License also encourages respect for the environment and helps students understand that businesses have a responsibility to the communities around them. Overall, I enjoyed this module and found it easy to follow. It has given me new ideas that I could adapt for my own classroom.I like how you used The Way Back Home to introduce the topic. It is a lovely way to get the children thinking about space before starting the science activity. I also like that the children get the chance to test their own ideas before making improvements.
For this module, I chose the Balloon Rocket activity because I think it would work really well with my Junior asd class. My pupils learn best through practical, hands on activities and this lesson would give them the chance to explore movement and cause and effect in a fun way.
I would begin by showing pictures of rockets and talking about what they do using simple language and visuals. I would use a visual timetable and picture cards to support understanding. Before launching the balloons, I would ask the children to make simple predictions about whether the rocket would go fast or slow or travel a long or short distance.
Each child would have a chance to launch a balloon rocket with support if needed. I would encourage communication throughout the lesson by using words like “go”, “stop”, “more” and “again” through speech, Lámh or AAC. The activity would also support turn taking and working together.
This lesson links well with art, maths and language development. I think it would be a great way to introduce science while keeping the children engaged and giving every pupil the opportunity to participate at their own level.I really like the collaborative class display and how it encourages every child to contribute. It sounds like a fun and engaging way to explore homes around the world.
I chose the What Clothes to Wear activity from the Weather activity set. I think this activity would work well in my junior ASD classroom because it is based on something the pupils experience every day. It gives them the opportunity to explore different weather conditions and think about the clothes that are most suitable to wear. The activity also helps to develop science skills such as observing, questioning and sorting.
To support the different needs of my class, I would use real items of clothing along with visual supports and symbols. Pupils could sort the clothes into groups for sunny, rainy, cold and windy weather. We would begin each lesson by looking at the daily weather forecast on the interactive whiteboard and discussing what the weather is like outside. Pupils would then choose the clothing they think is most suitable and explain their choices if they are able.
This activity is easy to adapt for different ability levels. Some pupils could match pictures while others could use complete sentences to explain their thinking. I think it is a practical and engaging activity that helps pupils develop science skills while also supporting communication and independence in everyday life.I like how you start with something familiar before introducing the idea of aliens. Building on what children already know about living things makes the activity more meaningful. I also think linking the aliens’ features to their environment is a great way to encourage scientific thinking while keeping the lesson fun and engaging.