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Hi Karolina,
I agree that the ARC resources provide an excellent way to make STEM learning relevant and engaging. I particularly like your emphasis on using the interactive map and videos, as these would help pupils make meaningful connections between geography, science and sustainability while developing their understanding of Ireland’s aquaculture industry.
The ARC online lessons have demonstrated how STEM education can be delivered through meaningful, real-world learning experiences. The resources integrate science, geography, technology and environmental sustainability, while promoting inquiry, observation and problem-solving skills in line with the STEM Education Policy Statement. Next academic year, I will be working in an autism class, where these resources could be adapted to meet individual learning needs. The use of visual supports, short videos, structured activities and practical investigations would provide engaging and accessible learning opportunities. Although our school is located inland, the lessons would broaden pupils’ understanding of Ireland’s marine environment and the role of aquaculture in supporting communities and sustainable food production. Through the School Self-Evaluation (SSE) process, these resources could also contribute to a whole-school approach to strengthening STEM education by encouraging collaboration, active learning and the development of scientific thinking across the curriculum.
Hi Margaret,
I agree that Killybegs is an excellent example of how aquaculture supports rural coastal communities. The industry provides valuable employment opportunities, helping to retain young people in the area while contributing to the local economy. I also agree that teaching children about aquaculture will help them understand the relationship between geography, industry and sustainable community development.
Completing this module has enhanced my understanding of why aquaculture farms in Ireland are concentrated along the western coastline. I now appreciate how sheltered bays, inlets and fjords, together with Ireland’s mild temperate climate, provide the ideal conditions for sustainable aquaculture. The module also highlighted the strong relationship between Ireland’s physical geography and the location of different farming industries. As I live in a rural area that is far from the coast, I had not previously considered the significant role aquaculture plays in Ireland’s economy. I found it particularly interesting to learn that, in many western coastal regions where agriculture is less viable due to mountainous terrain, aquaculture provides valuable employment and supports local businesses through processing, transport and tourism. This module has given me a greater appreciation of the economic and social importance of aquaculture and its contribution to the sustainability of Ireland’s coastal communities.
Hi Tara,
You are very lucky to have great connections to the sea. I think the senior end of the school will have a keen interest in the resources, especially because you will also have your own stories to tell making it real life!
Before completing this module, I had never really considered how aquaculture could be used as a teaching topic, especially in my school which is located far from the coast. I was surprised by how many curriculum areas it can support, including science, geography, SPHE and environmental awareness. Learning about social licence also helped me understand that it is important for children to recognise why communities need to trust and understand industries that affect both people and the environment.
Next year I will be working one-to-one with an autistic child, so I am always thinking about how to make learning meaningful and accessible. The ARC resources would allow me to adapt lessons using visual supports, short videos, photographs, maps and practical activities that match the child’s interests and learning style. Even though our school is in a rural area with little connection to the sea, these resources can broaden the child’s understanding of where food comes from, the importance of sustainability and the role aquaculture plays in Ireland. I think introducing these topics in an engaging and inclusive way can encourage curiosity, build environmental awareness and help children make connections between their local community and the wider world.
A rock-making competition sounds like a great idea. Launching rocks would work well as it would keep the children engaged as well.
Plan for Space Week for First Class:
Monday: Blast Off with Stories
Book: Montessori: Planet Work – a hands-on intro to the planets with Montessori-style visuals.
Activity: Have children build a Planet Mobile using paper plates, painting and dangling the planets from a hanger.Tuesday: Meet Space Weather
ESERO resource: Space Week Primary Resource – Magnetic Sun and Space Weather – an interactive worksheet/activity explaining the Sun’s magnetic properties and how they affect Earth
Activity: Simulate solar flares using magnets and iron filings or sparkle powder.Wednesday: Video Journey Through the Solar System
Video: I Am The Solar System (YouTube) – a playful, fact-filled adventure for young children.
Activity: After watching, let the children draw their favourite planet and share one fact.Thursday: Connect with Real Scientists
ESERO program: Space Goes To School offers free classroom videoconference visits with real space professionals.
Activity: Prepare simple questions and invite a space expert to chat with the class/video link.Friday: Create & Reflect
ESERO resource: The Universe in Your Classroom collection offers tried-and-tested STEM space-themed activities.
Activity: Let pupils choose a favourite theme (e.g. planets, space gear, rockets) and work in groups to make a mini-display. Present them and reflect on what they’ve learned.I have chosen the hands on activity ‘Where do we live?’ I will be teaching First Class so I have based it around this.
Begin with a short walk to observe different local homes, noting materials and features. Back in class, pupils sort photo cards of Irish homes by type, material, or location, developing classifying skills. Next, they place sticky dots on a local area map to record where they live (no personal details), spotting patterns in housing. For a STEM challenge, pairs build model homes from recycled materials, considering stability and suitability for the Irish climate. Finally, pupils share their creations, explaining one feature that makes their home suitable for where they live. This links to environmental awareness and care, encouraging observation, questioning, recording and communication. As an extension, compare human homes to animal habitats in Ireland, highlighting similarities and differences in shelter needs.
Hi Ann-Marie. I love everything about your lesson and I feel like the children would be super engaged the whole way through. Thank you
Hi Blathnaid. What lovely ideas. Very creative and super child friendly. I also love the book Aliens Love Underpants as well.
My absolute favourite book is ‘How to Catch a Star’ so I would begin my activity by reading this book to my class. I myself love looking at the stars at night and I hope my passion would flourish to the children in my class by the end of the activity. We would then look at ESERO Ireland factsheet on stars as well- ‘How a Star is Born’ – https://www.esa.int/kids/en/learn/Our_Universe/Stars_and_galaxies/Star_birth.
I would introduce the idea of constellations from the story. Give each pupil a simple constellation template such as Orion or The Plough. Trace the constellation dots onto a small square of black card. Using a push pin (with teacher supervision), poke holes where the stars are. Attach the black card to one end of a cardboard tube with tape or a rubber band. Look through the open end towards a light source such as a torch or lamp to see the constellation “light up.” Decorate the tube and experiment with how hole size or distance from the light affects brightness.
Hi Noreen. I love all of your ideas. So many options for The Planets and across different areas of the curriculum. Thank you.
I have chosen the Activity Set: The Planets. Based on First Class.
Hook: I would start by dimming the classroom lights and showing an image of a starry night sky, asking, “Have you ever wondered what’s out there beyond the Moon?”
Introduction: We would explore a bright picture of the solar system, learning that the Sun is at the centre with planets orbiting around it. I’d share one fun fact about each planet in simple, engaging language.
Main Lesson: In the playground, pupils would become a Human Solar System, each holding a ball to represent a planet’s size. They would orbit a classmate playing the Sun while we sing a planet song to remember their names. Afterwards, they could design and colour their own imaginary planets, deciding on unique features.
Reflection: We would share our planets and choose a favourite real one, discussing why. This encourages curiosity, creativity, and speaking skills while reinforcing key learning.
