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John as a comment, with the many greenways now around Ireland it is of great benefit that it is now safer for many children to cycle or walk to school in many areas even in my local region.
In the rural areas of Westmeath sustainability in farming in shown in many areas with community-based approaches to keeping employment and agriculture as key employers in rural regions. The local tidy towns committees and men sheds show many initiatives in increasing sustainability for all in their areas. In schools as part of the Green Flag we would engage pupils in the sustainable approaches of litter picking, water conservation and active recycling. I have worked in schools with small vegetable plots which engaged pupils in greater knowledge about sustainable food. Also, with knitting and sewing projects pupils learn about sustainable clothing. Bio-diveristy and sustainability go hand in hand with many pupils engaged in looking after sensory gardens with key areas left specifically for wildlife, bugs and keeping the environment open for other life species to grow and flourish. Many pupils many not have realised the concepts of how sustainable fish farming is to a greater demand for food products in the future and this is something I would introduce into the classroom.
Noting that many pupils suffer with attention issues in the classroom the knowledge around as you mentioned Omega 3 fatty acids as brain food could help in their problem solving abilities for the future.
Firstly, as mentioned in the lessons the Nutrition of Seafood
could be introduced as part of the food pyramid with problem solving
and critical thinking, based questions on its position in the pyramid.
Gaining previous knowledge from pupils on seafood would be useful using
a KWL approach. Know, what to know and learn about Seafood.
I would have a lot of experience with cooking in the classroom in my time as a SET teacher.
I might have avoided fish as some pupils may have had allergies and a lack of exposure to seafood.
However, through video links and integrated projects from home, pupils could research recipes and food sources
with fish that they do enjoy such as homemade fish fingers.
Another lesson idead would be to get a local fish van operator to visit the school as a guest speaker
to impart knowledge on the nutrition of seafood and how it is sourced.As a note I am also teaching in a inland school but as you mentioned luckily in Ireland we have a wealth of water resources in our localities so using lakes and rivers to adapt some of these lessons is an excellent approach.
Using the online lessons of the Arc there are a variety of skills and concepts
I would deliver to my 1st and 2nd classes students to increase their awareness on aquaculture. In line with the STEM Education Policy Statement and as part of the SSE process
I would break down the themes for example Nutrition of Seafood and sustainability.
This would cover Science, Geography, Maths and other areas of integration.
Using critical thinking skills and problem solving such as examining food labels and researching recipes.
There is a wealth of knowledge within the ARC resources and content.
This might include lessons that many pupils many not have been exposed
to in the Primary curriculum framework. For instance, I would have a lot of experience with cooking in the classroom in my time as a SET teacher. I might have avoided fish as some pupils might not like it but exposure to learning and sampling in all areas of food is of great benefit to pupils who might sample something in school with the support of their peers which they would not try at home.Just as a note when you mentioned infrastructure problems the lack of train lines to Donegal and transport links to many rural regions which are not effective, does have an overall impact on those wanting to work in their own area and/or commute into them for work.
Aquaculture farms are located along the coastline of Ireland in more rural and less populated areas such as North Mayo and Donegal. Over the years, many of the locals had no choice but to emigrate to find sustainable employment. More recently locals were forced to work in urban regions like Dublin or Galway.
With recent changes in working from home and now with the increased awareness, consumption and education around the importance of aquaculture, these farms can make a big impact in keeping employment and business offsets in their local region.This in turn has an effect on an increase, which is very much needed, in some rural school populations. There is a great benefit in helping to increase numbers of people
who want to live and work in their own community in an Irish business like Aquaculture farming which is sustainable and gives back to the area in creating eco-friendly employment.As a follow up comment I am a teacher in the Midlands and while I am aware of the Inland fisheries I have no knowledge of them coming into classrooms or giving workshops or interactive talks. Perhaps this is something to research as the lakes are on the doorstep of my Schools. The ARC visit would bring the Sea into the classroom as an excellent resource. Olive
I really enjoyed learning about the different complexities of aquaculture. Living in the Hidden heartlands surrounded by lakes is a different environment. In some ways we can be cut off from the sea even though we are a small Island nation. So, the increase in knowledge and the increased consumption of fish in recent years is very welcome. Pupils would engage well in learning about an area with a different background to them and looking at an industry that could increase their interest in Sea life. I think there is a lot of variety in ways to in learn about aquaculture, and the ARC sounds like a great interactive way to bring aquaculture to the classroom and if you cannot have a hands on experience for the students. Having begun the study on this course, I acknowledged, not since Geography lessons in Leaving Cert, have I examined the area of aquaculture and how this knowledge could greatly impact my students in terms of business and career and even food choices in the future.
Sarah
Your idea of using drama by acting out some of the tales would be an excellent use of the integration of subjects. It reminds me of the Children of Lir which links the children to the swans and lakes of Westmeath within a folklore tale which has stood the test of time.
Well done!
Olive
3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
Every year in our school we run a successful grandparent’s day which is a highlight for many pupils, parents and in general relatives, neighbours and of course Great Grand parents are all welcome to join the school community on this day for tea and refreshments.
In the lead up to the day this could be an excellent research project for the pupils at home to collect Piseógs/Traditions/Stories of the Night especially around Halloween and other traditional festivals. Some pupils live in close proximity to the ancient site of the Hill of Uisneach which may add to local folklore stories as it remains one of the oldest gathering sites in Ireland.
In the style of a Rambling house, pupils could present the findings of their stories and projects in conjunction with their family member on Grandparents Day. The stories would spark other memories and this in turn could be video taped for historical purposes by the school.
Ellen,
The ideas of bat boxes or badger houses which the pupils could design a home for would be an excellent construction through art project which could link discussion about dark skies. The school camera is a great resource we do not have one in our school but in my home the resident fox is often on my camera. One local school had a pine marten in their classroom. It all engages the pupils in seeing wildlife is alive and well at night and needs to be protected.
Regards
Olive
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Pupils in our school have constructed areas of conservation for biodiversity in the playground. We would need to integrate the ideas around light pollution into our other subjects like science, geography, art, and English.
Then it would be beneficial to do a research project to re-evaluate our grounds considering light pollution and its potential threat to wildlife and insects.
In doing so, it would be beneficial for pupils as homework to research their own gardens at night with a family member showing how one can/or cannot navigate well in the dark and how this applies to animals.
Their findings and observations from home life would link with our school garden to form a plan to alter any potential threats and hazards in terms of light pollution.
Children may come up with new ideas to attract bats, badgers and other nocturnal animals to be safe and secure at night in our school garden.