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I agree with your comment above Diarmaid to invite a local agricultural producer in to speak to the children. We all know that children can be so engaged especially when guests visit to discuss different topics. It would also help connect children to their own local environment and to build awareness.
Reflecting on the online lessons and resources developed for the ARC, I can see many ways in which the concepts and skills explored could positively influence my own teaching practice, particularly in a 3rd class setting. The resources promote active learning, problem-solving, collaboration, creativity, and inquiry-based approaches, all of which are strongly aligned with the aims of Ireland’s STEM Education Policy Statement. I currently teach 3rd class so looking at the lessons and resources I’m reflecting on how I would use these with my own class on a pratical level.
In a 3rd class classroom, I could apply these ideas by using hands-on investigations and cross-curricular activities. For example, during a Science lesson on forces, pupils could design and test paper airplanes to investigate how shape and weight affect movement. This activity could also link with Maths through measuring distances and recording results in tables or graphs. Similarly, in Geography and Science, children could explore renewable energy by building simple wind turbines or discussing how coastal counties use natural resources.
I agree with your point above Sinead about there being extensive opportunities for cross – curricular learning and I really like the idea of students using maps to identify where aquaculture farms are located.
Aquaculture farms in Ireland are mainly located along the western coastline where the Atlantic Ocean provides clean, sheltered, and nutrient-rich waters that are ideal for fish and shellfish farming. For myself ( being from Kerry but living Galway) I now know that both are important centres for aquaculture because of their long coastlines, natural harbours, and strong fishing traditions.
In Galway, areas such as Galway Bay are well known for salmon, mussel, and oyster farming. The calm waters and good water quality make these locations highly suitable for aquaculture. These farms create employment for local people in fish farming, processing, packaging, transport, and tourism. Galway’s seafood industry also attracts visitors who are interested in local food culture and marine activities. This strengthens small businesses, restaurants, and local markets.
Similarly, County Kerry benefits greatly from aquaculture, especially around Dingle Bay and Bantry Bay. Mussel and salmon farming provide income in rural areas where job opportunities may otherwise be limited. Aquaculture helps sustain families and communities by supporting year-round employment and reducing emigration from coastal villages. It also keeps traditional maritime skills alive and maintains a strong connection between local people and the sea.
There are so many cross-curricular activities.
Songs: Twinkle, Twinkle, Little Star; Mr Moon, Mr Moon; Hey Diddle Diddle; Goodnight Moon; Catch a Falling Star; When you wish upon a star; Zoom, Zoom, Zoom, we’re going to the Moon; Star man; The Planet song; Moon River; Walking on the Moon; A Sky full of Stars, Star, Star; Counting Stars; Fly Me to the Moon
Poems: Twinkle, Twinkle, Little Star; Bed in Summer; The Moon and the Stars; The Moon; Creating their own acrostic poem; The Moon Landing; Leisure; An Spéir San Oíche
Art: The Starry Night; students creating constellation art. Northern Lights art and Moon art; Nocturne in Black and Gold – The Falling Rocket; Light pollution comparison art; Kerry Dark Sky landscape – inspired by the Kerry International Dark Sky ReserveQuestion 1:
I would begin this lesson by exploring the school grounds. We are lucky enough to have a big area around our school, with lots of shrubs and plants. This would be like a Nature Trail, where children can mark off certain plants or animals they come across. We can take note of what season it is and discuss the various changes happening during this time. After this, back in class we can discuss our findings on the interactive whiteboard. I would then introduce the topic of light pollution, showing them various images of night-time. This could generate a discussion on the impacts this light might have on the local biodiversity. In groups or pairs, the children can come up with ideas on how we can reduce light pollution in our area, even if it is just one thing we can do at home. We often have an Assembly where students present their projects. This would be a great opportunity for the students to share their knowledge with the other classes in school.I love that there are so many opportunities to discuss their opinions with this topic. There are so many cross curricular activities that can also be done.
I would begin this lesson by showing the students 2 different pictures – one image showing a sky full of stars and another image of a city skyline at night. We will discuss what we see, ask questions, such as which sky do they prefer to look at or have we ever looked at the stars in our locality, etc. I will go on to explain what light pollution is and we are going to explore light pollution in our town Killarney. Firstly, we will do a local investigation – looking at a map of Killarney and discussing what is on the map. I will break up the class into groups where the students will make a chart of brighter areas and darker areas of the map and what is located here. We will take a closer look at areas near Killarney National Park, comparing it with the town. From this, we will discuss the effects of light pollution on local wildlife. As a follow-on activity, in their groups the students will design posters on how Killarney can reduce light pollution.
Question 1:
Investigating constellations and plant movement using Stellarium
I would introduce this topic to the class by showing them a couple of images of well-known constellations. I will question their previous knowledge, what they see, how were constellations using in the pass, etc. We will use Stellarium to investigate if planets move through the sky. In pairs the students will become familiar with Stellarium using their ipads. We will set the location, the date and the time. We can then turn on constellation lines and labels. We can locate Orion, Ursa Major, Ursa Minor, Scorpius and Canis Major and record the shape of the constellation and anything else we have noticed. We will choose a planet to locate on Stellarium and we can record its position. If we move the time by one week, we can then see the changes. After this, we will analysis the information we have gathered.Jane I completely agree with what you said in your post. I’m in a similiar situation where I’m teaching a senior class in a Deis Band 1 school but I would never have thought about teaching aquaculture despite living in a coastal county with so much opportunities for teaching. I also agree about teaching social license and how important this is for developing children’s critical thinking skills.
I work in a Deis Band 1 school in Galway city centre and I really believe children aren’t aware of what’s happening in their environment. Learning about Aquaculture and Social License has significant potential to engage students in meaningful, real-world learning. Although many students may not have direct experience with aquaculture industries, they are closely connected to the marine environment through Galway’s coastal culture, economy, and identity. Exploring these topics in the classroom can help students better understand the relationship between food production, environmental sustainability, local communities, and scientific innovation.
The concept of Social License is especially valuable because it introduces students to the idea that public trust and community acceptance are essential for industries to operate successfully. I do think that this can be tricky to teach, depending on the age of the class but I can see how it opens discussions and encourages critical thinking, ethical discussion, and civic awareness.
