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Engaging with the ARC online lessons and resources in addition to the STEM Education Policy Statement has helped me to appreciate the link between aquaculture and STEM education. STEM education is a cross-disciplinary approach allowing pupils to engage in a range of activities that include imagining, questioning and exploring. Aquaculture education is cross curricular. Many in the aquaculture sector are STEM based, including engineering, marine biology, technicians, oceanographers and commercial divers. Engaging with aquaculture education therefore supports the STEM Education Policy Statement as it promotes real-life learning experiences which foster critical thinking and curiosity.
The ARC online lessons and resources have the potential to enrich STEM teaching within the primary school. Examining aquaculture in the community lesson helps to deepen children’s understanding of the industry and its impact in terms of locality and jobs. This lesson in particular provides an excellent opportunity for cross-curricular integration.
In terms of SSE, the ARC supports STEM education within schools in a cross-curricular and structured way. Learning about aquaculture, particularly within a locality, would also support student engagement levels.Hi Marie,
I agree with you in that aquaculture in vital in terms of revitalizing rural coastal communities. Aquaculture is predominately located in areas along the west coast, an area that is often geographically isolated from the rest of Ireland. For this reason, this industry is vital in terms of providing local employment and creating indirect jobs.
Aquaculture farms are primarily located on Ireland’s western coastline in bays, inlets and on the shoreline in counties Kerry, Galway, Mayo and Donegal. The mountainous landscapes of these areas make the land unsuitable for agriculture thus historically pushing locals towards the sea to make a living. Different coastal features in these counties support a variety of aquaculture species such as salmon, oysters and muscles. Aquaculture supports local coastal communities directly and indirectly. Employment is provided on the farms. Furthermore, additional jobs including processing, packing etc. are indirectly supported by the presence of aquaculture in these areas. An example of a place where aquaculture takes place in Ireland is Killary Fjord. The presence of aquaculture in this area supports employment, impedes emigration from the area and coexists with tourism. Culturally, it preserves traditional livelihoods, promotes community identity and supports local schools in teaching about sustainable marine practices. Killary rope-grown muscles are renowned across Europe which are promoted as a sustainable and locally rooted food product.
Hi Niamh
I agree with you in that as an island nation it is important that awareness of aquaculture is fostered not only among children but adults too. Working in a school located near the sea, I feel it is important that children develop an awareness of the important roles of fishermen/fisherwomen in their locality. Likewise, learning about food miles/sea to fork supports aligns closely with education for sustainability.
BIM’s Social Licensing Projects are excellent. In addition to providing education in the area of aquaculture, these projects also support the sustainability and success of aquaculture in Ireland. One of my favourite of the four projects presented was the Aquaculture Remote Classroom. I particularly liked this project as it raises children’s awareness of aquaculture. Through the four lessons, aquaculture is introduced to the children in an interesting and informative way. Teaching in a school very close to the coast, I thought this project is an effective way to teach children about plants and animals living in the nearby sea. As this project is EU funded, it provides schools with an excellent opportunity to provide aquaculture education to older primary school students. On viewing the video, I was particularly struck by the ARC, its layout and the presentation of materials. Group work stations provide an excellent opportunity for the children to learn about aquaculture in a hands-on way.
Hi Natasha,
It sounds like there is a wonderful set-up in your school to support teaching on the topic. Best of luck with your 4th Green Schools Flag this year. I loved reading about the outdoor classroom in your school grounds and its daily use, what a great resource to have within your school! I agree with you in that the wildflower walk and minibeast safari would be engaging activities to support teaching on the topic of biodiversity.
To support pollinators, I would begin by registering my garden on the All-Ireland Pollinator Plan’s “Actions for Pollinators” map. This is a four step process with an interactive map allowing the garden to be seen nationally. As part of this registration, I would also outline steps I’ve taken such as reducing mowing, planting nectar-rich flowers like lavender and thyme, and avoiding pesticides. For my school, I would follow the same process—mapping the grounds and recording pollinator-friendly actions. In school, we could create a wildflower patch, reduce mowing in grassy areas, plant pollinator-friendly herbs in containers, and build bee and bug hotels using wood or bamboo. Furthermore, I would ensure that no pesticides are used on the school grounds.As part of this, children could be involved in planting and monitoring pollinators. Likewise, they could learn about biodiversity through classroom activities, projects and geography/science lessons. These actions would help native wildlife thrive while also engaging the children in real-world environmental stewardship. By joining the national effort, our school would become a living example of how small, local actions can support global ecological health.
Hi Danielle,
Embracing Liston’s call for an integrated, socially conscious approach allows students to see STEM not just as content, but as a way of thinking and engaging with the world. Your renewable energy activity is an excellent example as it connects science, maths, engineering and environmental issue in a hands-on way. By involving students in real-world challenges like designing solar panels, considering cost, efficiency, and environmental impact, you’re encouraging them to think like innovators and responsible global citizens.
Using the ‘Mirror Writing’ activity from Discover Primary Maths and Science,I would engage the children in a lesson on mirrors. To begin, I would engage the children in questions relating to where we see reflections in everyday life e.g. water, shiny surface. Following the guide, each child would receive a small mirror and worksheets with words or shapes (depending on class level) to trace. Holding the mirror at a right angle to the page, the class would attempt to trace the word/image by only looking at its reflection. This activity would enable them to notice how the mirror reverses their movements. We would also explore different types of mirrors such as flat, concave and convex using familiar items such as a spoon in order for the children to observe how reflections change shape and orientation. The class will be encouraged to describe what they see and predict what will happen when objects are moved closer or farther away from the mirror. This hands-on approach helps students understand reflection and symmetry while building observational skills in an accessible way.
Hi Jacqui,
This is a great idea. I also love using Street View with classes; being able to virtually walk down the street of their town, village etc. helps them to visualise their locality. Likewise, it enables them to identify buildings and roads in an area which may not be accessible on foot from the school. As you teach junior-2nd class there is a lot of potential to form mixed-ability groups during map work tasks, allowing the older children in 1st/2nd to support younger kids in infants.
For younger classes, I would plan an interactive map-making lesson using a teddy bear as the central character. Firstly, I would take photos of Teddy at five local landmarks including the school gate, GAA pitch, post office, church and shop. These images would be presented to the class in a story format –Teddy’s Adventures. I would explain to the children that Teddy is lost and we need to retrace his journey to lead him home to the hill. Using Google Maps, I would show the class the real locations of these places in order to help them spot familiar roads and buildings in their local village. Using Google Maps, I would be able to ‘walk’ Teddy’s path. Together we would trace Teddy’s journey in chronological order, discussing landmarks and direction. Finally, the children would draw their own maps using a template I have created with five boxes and arrows. The children will draw the locations where Teddy stopped on this journey in chronological order (e.g. school gate/school building, GAA pitch etc.). This lesson integrates sequencing, spatial awareness and basic map work, while making learning meaningful and enjoyable for the children.
Hi Natasha,
This is a great bridge to chose as a stimulus for the lesson, I’m sure your class would be very interested learning all about this suspension bridge which crosses so high above water. I love the idea of allowing the children to work in small groups. As you have infants-2nd class you would be able to create mixed-ability groups ensuring the older children in 1st/2nd could help the younger children in infants, which would be brilliant.
Using the Rose Fitzgerald Kennedy Bridge as inspiration, I would plan a STEM challenge for the class to design and build model bridges using materials such as string, card and lollipop sticks. To begin, photographs and videos of the bridge would be shown to the children. The children’s attention would be drawn to the bridge’s cable-styled structure, its location over the River Barrow and why its design was chosen. Following questioning, the children would begin working in pairs/small groups. They would firstly decide on the type of bridge they are making and its purpose. Working collaboratively, teams would plan, build and test their own bridges for strength and stability, with a challenge to hold a set weight (e.g. books, toy car). Maths would be integrated through recording materials used, considering symmetry and angles, measuring lengths and widths and testing how weight is distributed. Older children could be further challenged to explore topics such as ratio while creating their bridges. This hands-on project builds problem-solving, mathematical reasoning and teamwork skills while linking to local engineering.
Hi Shaun,
This is a great idea. I’ve invited a local historian into the classroom before and it proved a great success, the children loved hearing all they had to say about their locality and enjoyed asking questions. The OS maps are brilliant and very useful, particularly for SESE. The children would love the interactive and hands-on nature of these activities.
In order to connect children to Wexford’s natural and scientific heritage, I would facilitate a creative writing project based on the Johnstown estate. Firstly, the class would visit the local estate including the castle, Irish Agricultural Museum and castle grounds in order to deepen their appreciation for this site of local natural and scientific heritage. During the trip, the children would learn about the history of estate/castle, soil science (Teagasc on the estate) and biodiversity. During the trip, the children would use the Leaf ID template from Family Explorer, as shared in module 2. They would identify various types of trees, some of which are over 150 years old. Using paper ‘eyes’, the children take a photograph of the trees with the eyes using school ICT (e.g. tablets). Once the trees have eyes stuck to them they will appear as characters.
Following our return to the classroom, the children’s tree character photographs will be displayed. The children will pick one tree character photographed. Following research on that tree type (e.g. ash, oak using ICT, they will engage in a creative writing task in which their tree is given human characteristics and becomes the main character in the story. The children will also create a drawing of their tree character to accompany their creative writing task. This project will culminate with the children sharing their stories with the class and creating a class booklet. This creative process encourages the appreciation of local nature while developing literacy and expressive art skills in a meaningful and integrated way.
