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Sustainability in our local area in County Laois is increasingly becoming a focal point, with various initiatives aiming to preserve the environment, reduce waste, and promote a greener lifestyle. Local communities and organizations are actively involved in projects like tree planting, community gardens, and waste reduction campaigns – bins have been installed and a separate bin for people to donate the Re-Turn bottles that the local tidy towns return and use as a sort of fund-raising method. The emphasis on supporting local produce and reducing carbon footprints is evident in the farmers’ markets in Athy and Carlow. Additionally, Laois has made strides in promoting renewable energy, with more homes and businesses adopting solar panels and other eco-friendly technologies.
In the classroom, engaging pupils to explore sustainability further can be both educational and impactful. We have made a good start by introducing the concept of sustainability through local examples they can relate to, such organising clean-up events in the nearby playground and Gaa grounds. We signed up for Picker Pals initiative. https://pickerpalsworld.org When you sign up you receive a pack with gloves, high-vis and pickers.
Through the Green Schools programme, we have developed small raised garden plots where we grow mostly vegetables and sell them to people in the local area on Fridays. Our rhubarb is a big hit. I think this all fosters a hands-on understanding of environmental stewardship. We have also focused on reducing waste, helping students see the direct impact their actions can have on their community. We have a Green school’s committee and students across the school have roles and responsibilities. This September we are going to have new bins out the front where people can donate/dispose of their Re- Turn plastic bottles which we will use the money to put into out Green Schools Committee. Through these activities, students not only learn about sustainability but also develop a sense of responsibility and empowerment to make positive changes in their own lives and local community.
Awh love that you ‘adopt’ a part of the beach and look after it. We too have a gardening club and use lots of up-cycled items in the garden and around the school. We too have the Green Schools with a focus on reduce reuse recycle and with regard to the hand towel dispensers we’ve adopted a motto ‘two will do’ – two clicks of the paper towel dispenser is enough to dry hands.
I’ve learned a lot in this module regarding how seafood is an excellent source of essential nutrients which play a crucial role in maintaining overall health. Really informative slides that explained how seafood is rich in high-quality protein, omega-3 fatty acids, vitamins like D and B12, and minerals such as iodine, zinc, and selenium. Omega-3 fatty acids, brain food, particularly found in fatty fish like salmon and mackerel, are vital for brain development and healthy vision, reducing inflammation, and supporting heart function. Additionally, the lean protein in seafood aids in muscle repair and growth while being low in saturated fats, making it a heart-friendly option. I liked the video of the salmon of knowledge and I think the students in my class would reposed positively to this.
In the classroom, understanding the nutrition of seafood can be applied in various ways to enhance student learning and promote healthy eating habits. For example, students can be engaged in discussions about the benefits of seafood in the diet, linking these benefits to their personal health and well-being. I could incorporate hands-on activities, such as creating balanced meal plans that include seafood, to help students understand the importance of incorporating a variety of nutrients in their diets. I could also use the knowledge from this course to teach about sustainable seafood choices. By integrating the nutritional value of seafood into the curriculum, students can develop a deeper appreciation for healthy eating and be equipped with the knowledge to make informed dietary choices throughout their lives.
Honestly the quality of the lessons on BIM are unreal and I really like the little quizzes at the end! Who doesn’t love a quiz?! I think I would split the students into four groups and allow each group to take the lead on presenting the lessons/main ideas/additional information they may have researched. I would make a competition out of the quizzes for each group on the iPads.
I absolutely loved the cross curricular nature of the lessons too that lend themselves to almost all areas of the curriculum. With the new curriculum I am always finding ways to integrate Irish into STEM lessons and this would be the perfect opportunity. I also really like the salmon of knowledge linked to nutrition – something that is a big part of our SSE – our new hot lunches and our healthy eating policy review.
We couldn’t be further from the coast in Laois 🙂 but I feel the quality of the resources on BIM (and imagine a visit from ARC) would truly make the students feel as though they were as close to the coast as anyone!
Great module on how aquaculture can contribute to STEM education in Irish schools. I mentioned in the previous module how a large number of students are from ‘typical’ farming backgrounds which their families are dependant on for income.
Throughout this module it was clear that Ireland offers an ideal setting for aquaculture with it’s extensive coastline and pristine marine environment. I was surprised though it’s predominantly the west coastal regions but now understand because they have suitable temperature and sheltered bays for example, important for salmon, mussels and oysters. When I was in An Rinn in Waterford this year I am amazed to see an oyster farm for the first time and seeing the tractors going out across the beach when the tide was out and when the tide was in, you couldn’t even know an oyster farm existed there!
Aquaculture provides direct employment opportunities such as manual labour like harvesting to specialised roles in management, logistics and marine biology. Opportunities such as these in small rural areas is fantastic to see especially as they would be creating a demand for goods and services too for local businesses such as logistic companies, maintenance services and equipment suppliers which all would benefit from the presence of aquaculture operations. As many of these businesses may be local, all the money would be invested back into the local community.
A thriving aqua farm could enhance the reputation of a region as a hub for high-quality seafood which would also contribute to local tourism. Many could also do tours of the farms or offer school tours for students.
Overall the strategic location of aqua farms in ireland is a testament to our ability to harness its natural resources in a way that benefits both the environment and local communities.
Agree with Michelle and Muireann, really liked the explanation of the Goldilocks weather/climate and think it’s something the students would respond positively to and a concept that would definitely stick.
Same as that Laura. I am blown away by the information and resources available. My school is also not near the sea, in the midlands and would also love a visit from ARC!
I really like this idea too of the students researching stories and traditions from various places and cultures. Perhaps they could draw comparisons between them too, similarities and differences.
Module 5 Assignments: Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
The more I thought about it and researched songs, poems and art, the more I realised there were so many I already know/was aware of. Some of these songs and poems are popular with most children anyway but these along with the artwork may help inspire a sense of wonder about the night sky and stars.
Children’s Songs
1. Twinkle, Twinkle, Little Star – classic nursery rhyme that explores the wonder of a star shining in the night sky.2. Star Light, Star Bright – traditional nursery rhyme about wishing upon the first star seen at night.
3. Catch a Falling Star and Put it in Your Pocket… popular song that encourages catching a falling star and putting it in your pocket.
4. When You Wish Upon a Star – Pinocchio song about dreams and wishes being connected to stars.
5. A Sky Full of Stars – Coldplay, while more modern, this song captures the beauty of a sky full of stars in a child-friendly way.
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Children’s Poems
1. Wynken, Blynken, and Nod – Eugene Field. A poem about three children sailing in a wooden shoe under the night sky.2. The Star. – Jane Taylor. Also known as the full version of “Twinkle, Twinkle, Little Star,” this poem describes a star’s brilliance.
3. Bedtime. – Eleanor Farjeon. A poem describing the night sky and stars as a backdrop for bedtime.
4. Little Star. – Dorothy Aldis. A simple poem that captures a child’s view of a star.
5. Choose Something Like a Star. -Robert Frost.
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Art
1.Starry Night – by Vincent van Gogh – one of the most famous paintings capturing the night sky.
2.Starry Night Over the Rhône – by Vincent van Gogh.
3.The Great Wave off Kanagawa – by Hokusai – a dramatic night sky over the ocean.
4.The Starry Night – by Edvard Munch.
5. Moonrise – by Caspar David Friedrich.
6. The Milky Way – by Georgia O’Keeffe.
7. Meteor Shower – by Roy Lichtenstein.
8. Astronomer by Candlelight – by Gerrit Dou.I love this idea of setting up motion-activated camera or even a live stream camera where the students could login at home and have a little look before going to bed!
Module 4 Assignment: How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Firstly, we were very fortunate as a school to have Úna Halpin visit us from https://www.heritageinschools.ie/heritage-expert/search-for-an-expert?setting=inperson&c=&q=#filters to help us learn all about biodiversity. They have many specialists, just check who is around your area.
This would be a great extension from learning about light pollution to investigate the impacts light pollution is having on local biodiversity. We have had an increase in injured hedgehogs showing up on roadsides in our area over recent months, the students could investigate whether the newly installed street lights are negativity impacting the hedgehogs habitat for example.
The students could research biodiversity in our area. Parent and grandparents questionnaires are always good to try identify any changes that might have occurred over time. What nocturnal animals do they remember seeing around the farm etc.
I also remember one of the students commenting last year how her dad had to take down the new lights by the sheds because the birds were causing a ruckus thinking it was daytime with all the lights.
I feel we would have lots of local and practical problems to solve in our area when it comes to light pollution negatively impacting local biodiversity.
