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I really like all the sustainability work happening in your school and community Bairbre. I particularly like the idea of the hurley repair and replacement scheme as it is such a simple way of reusing items and reducing waste. The uniform and book swaps are also great ideas. I think these practical activities help children see that small actions can make a real difference.
Sustainability is becoming an important part of life in my local area in Meath. I was interested to learn about the different Decarbonising Zones and the work being done by Meath County Council and local communities. There are many practical examples of sustainability, such as community gardens, composting, recycling, planting native trees, using renewable energy and reducing food waste. I also like the Eco Chic and Toy Library initiatives because they encourage people to reuse items rather than throwing them away. The returnable cup schemes are another simple way of reducing waste.
I think these examples could be very useful for teaching children about sustainability. I would encourage my pupils to explore what is happening in their own community and identify ways they could help. We could investigate recycling in our school, look at food waste, plant flowers or vegetables, or create a small composting project. We could also invite someone from the local community to talk about climate action.
I think involving children in practical projects would help them understand that small actions can make a real difference and encourage them to become more responsible for their local environment.
Hi Síle. I really like the idea of linking seafood with the seashore topic, as it makes the learning more meaningful for the children. I also think the food preparation activity is a great idea. It would be a fun, hands-on way to teach them about healthy choices and hygiene.
I agree with you, Laura. I also think using seafood as a real-life example would make learning about healthy eating more interesting for children. I like your idea of using ICT and food labels, as this would make the lesson practical and engaging. There are also lots of opportunities to link it with other subjects.
Learning about the nutrition of seafood was very interesting and made me realise how many health benefits seafood can provide. Fish such as salmon, as well as shellfish like mussels and oysters, contain important nutrients such as protein, vitamins, minerals and healthy fats. I think this is useful knowledge to bring into the classroom as children can learn about healthy eating in a practical and meaningful way.
In the classroom, I could use seafood as an example when teaching children about a balanced diet and the different food groups. We could look at the nutritional benefits of different types of seafood and compare them with other foods. Simple activities such as sorting foods, creating a healthy meal or looking at food labels could make the learning more engaging.
I also think this topic could integrate well with Science, SPHE and Maths. Children could collect information, make simple charts and discuss healthy food choices. Learning about seafood nutrition could help children make better-informed choices about what they eat.Hi Geraldine, I really agree with your views on making STEM practical and meaningful for younger children. I especially like the idea of using aquaculture to link different areas of STEM rather than teaching each subject separately. The hands-on activities would be a great way to keep children interested and involved. I also work in a DEIS school, so I agree that it is really important that STEM is inclusive and accessible to all children. I think the ARC resources could work really well as part of the SSE process, helping us to build on the STEM activities we already do and identify areas for improvement. I think these resources could make STEM learning enjoyable, practical and relevant for all pupils.
I think the ARC online lessons and resources would be very useful in my own teaching. They provide simple, practical and engaging ways to introduce children to aquaculture, seafood, nutrition, sustainability and the environment. I like that the lessons are based on real-life topics, as this can make STEM learning more interesting and meaningful for children.
I could use some of the activities and resources during Science lessons, but they could also be linked with other subjects such as Geography, Maths and SPHE. They would encourage children to ask questions, investigate, work together and think about real-world problems.
I also think STEM could be included as part of the school’s SSE process. As a school, we could look at how STEM is currently being used and identify areas where we could improve. Teachers could share ideas and resources and plan more hands-on activities across different classes. The ARC resources would be a great starting point for this. Overall, I think they could help make STEM more enjoyable and relevant while developing important skills in our pupils.I agree with you. Aquaculture is very important for coastal communities in Ireland. It provides jobs and helps local people stay and work in their own area. I also think it is great that the money from these jobs can support local shops and businesses. It shows that aquaculture can benefit the whole community, not just the people working on the farms.
I found this topic interesting because I had some personal experience of seeing aquaculture farms when I was younger. As a child, I would have visited Donegal a lot with my family, and I remember seeing some of the farms along the coast. At the time, I did not really understand what they were or how important they could be to local communities. Learning about aquaculture now has made me look at them in a different way.
Aquaculture farms in Ireland are mainly located in coastal areas where the conditions are suitable for farming fish and shellfish. These farms can be very important to coastal communities because they provide jobs and support local businesses. They can also help families stay and work in their local area rather than having to move elsewhere for employment.
I think aquaculture can have a positive socio-economic impact when it is managed responsibly. It can support local communities while also providing food and contributing to Ireland’s economy. Learning more about aquaculture has helped me understand the connection between the sea, local people and the wider economy.I agree with you. I also think that hearing from people who work in the fishing or aquaculture industry would make the topic much more real and interesting for children. It is great that aquaculture can be linked across different subjects, making it easier to include in the classroom. The ARC resources and videos would also be a useful way to introduce the topic in a simple and engaging way. I think learning about aquaculture from a young age can help children develop a better understanding of sustainability and the importance of protecting our marine environment.
Using these tools in the classroom could help make learning about aquaculture and Social License more interesting and practical for my students. Although my school is in an inland county, I feel it is still important that children learn about aquaculture. It can help them understand where food comes from, how fish are farmed, and the importance of protecting the environment.
Students could use videos, online resources, discussions, and simple activities to learn about aquaculture. They could also look at different opinions about aquaculture and discuss why people may support or have concerns about it. Learning about Social License could help students understand the importance of listening to communities, respecting different views, and building trust.
These topics could be used for group work, class discussions, projects, and debates. Overall, learning about aquaculture could help students understand sustainability and food production, even though they do not live in a coastal area.Déanfar staidéar ar an innealtóir John A. Killaly a bhí bainteach le Contae Uíbh Fhailí.
Bhí sé ina fhigiúr lárnach i dtógáil Chanáil Mhór na hÉireann. Dhéanfaimis cur i láthair PowerPoint le fíricí fúthu agus leanfaí leis sin trí staidéar a dhéanamh ar ghnáthóg canála a bhfuil limistéar féir in aice léi.
Réamhrá don ghrúpa:
Plé a dhéanamh ar chéard is canáil ann (uiscebhealach déanta ag daoine) agus mínigh dóibh go mbeidh siad ag lorg fiadhúlra.
Pléigh na rialacha bunúsacha maidir le breathnóireacht fiadhúlra: Bí ciúin, Bí ag faire go cúramach
Múin nó déan athbhreithniú ar na difríochtaí idir mamaigh, éin, agus feithidí, le samplaí.
Tabhair isteach an focal “gnáthóg” agus mínigh go bhfuil roinnt éagsúlachtaí gnáthóige timpeall canála: féar, uisce, crainn, srl. (ag brath ar an suíomh).Gníomhaíocht amuigh faoin aer:
Na nithe seo ag chuile ghrúpa:clár fáiscthe le páipéar
Bileog thálaithe
Cairt aitheantais a bhaineann lena ngnáthóg féin
Scaip na grúpaí timpeall an limistéir.
Tabhair teorainn ama dóibh chun breathnú agus iarr orthu a bhfuil siad ag feiceáil a thaifeadadh trí scríobh nó líníocht a dhéanamh.
Úsáidtear marcanna thálaithe in aice le focail nó pictiúir má fheictear rudaí níos mó ná uair amháin.
Meabhrú do na páistí- Féach ar an talamh, san uisce agus sa spéir. Tabhair faoi deara aon bhruscar a fheiceann siad
Ar ais ar scoil:
Pléigh na torthaí mar rang.
Déan liosta ranga den méid a chonaic siad..
Bain úsáid as na sonraí chun graf bloc simplí a chruthú.
Breathnaigh ar na hainmhithe éagsúla sna suíomhanna éagsúla.
An féidir leis na páistí míniú cén fáth a raibh siad sa suíomh sin?
Obair bhreise:
Féach ar na bealaí a gortaíonn nó a chuidíonn daoine leis an bhfiadhúlra in aice leis an gcanáil — trí bhruscar a fhágáil nó é a ghlanadh.
D’fhéadfadh na páistí póstaeir a dhearadh ag tabhairt rabhadh faoi bhruscar nó ag míniú rialacha maidir le hiompar ceart in aice leis an gcanáil.This is a well laid out plan. I love the idea of asking the children to add features like solar panels etc Links in with biodiversity and sustainability
Úsáidfidh mé Díméin Chaisleán Bhiorra mar spreagadh mar tá sé inár gcontae. Mar rang, pléifimid gach cineál droichid atá feicthe againn, agus ansin cuirfear an dúshlán os comhair na bpáistí a ndroichead féin a dhearadh.
Achmhainní- Dhá leabhar tiubh nó boscaí beaga, Páipéar, Téip, Boinn nó rudaí beaga troma eile le húsáid mar mheáchain (clocha beaga, cnónna agus boltaí, srl.)Cuir na leabhair thart ar 25cm óna chéile.
Leag píosa páipéir amháin trasna na leabhar.
Cuir bonn airgid i lár an pháipéir. Cad a tharlaíonn? Mura dtagann androichead anuas, bain triail as níos mó boinn a chur air.
Fill an páipéar ina dhá leath ar fhad, agus bain triail eile as. An dtacaíonn an droichead le níos mó boinn an uair seo?
Anois, fill an páipéar i gcruth cainéil. Fill an páipéar ina dhá leath ar fhad faoi dhó. Ansin, fill suas na himill chun ballaí a chruthú. Úsáid téip chun na himill a choimeád ina n-áit, ionas nach leathnóidh an droichead amach.
Cuir bonn i lár an droichid. Ceann ar cheann, cuir boinn chomh fada leis an ndroichid. Má líonann tú fad an droichid, tosaigh ar an dara sraith de bhoinn. Coinnigh ort ag cur boinn go dtí go dtagann an droichead anuas.
Déan fiosrú le cruthanna éagsúla don droichead. Mar shampla, bain triail as an bpáipéar a fhilleadh níos mó uaireanta, bun níos leithne a chruthú, nó ballaí níos airde a dhéanamh.
