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<p class=”helperbird-font-opendyslexic-regular”>Hi Aoife – this is a great idea to involve the PA in recycling old school uniforms/costumes and clothing.</p>
In my local area, sustainability is a community-wide effort, prominently showcased through initiatives like Tidy Towns and extensive recycling programs. Our community participates in Tidy Towns enthusiastically, organising regular clean-up events, planting native trees and flowers, and maintaining public spaces. This initiative fosters civic pride and environmental responsibility among residents.
Recycling is another critical component of our sustainability efforts. Local authorities provide comprehensive recycling services, including curbside collection and recycling centers for items like electronics and hazardous waste. Educational campaigns ensure residents are informed about proper recycling practices, reducing waste and promoting resource conservation.
To engage my pupils in exploring sustainability, I would integrate these local initiatives into our classroom activities. We would start by discussing the importance of Tidy Towns and recycling, followed by a field trip to observe these practices in action. Students could participate in a local clean-up event, connecting classroom learning with real-world action.
The Green Flag Initiative provides an excellent framework for embedding sustainability in our school culture which is already formed in our school. The Green School Committee, comprising students, teachers, and parents, could work on driving environmental projects and initiatives. The committee could focus on reducing waste, conserving energy, and promoting biodiversity within the school grounds. Students could conduct audits to assess our school’s environmental impact and develop action plans to address identified issues.
As mentioned previously, I like the idea of encouraging the students to examine food labels in order to make more sustainable choices. This is also an idea which could be great way to create close links with the community and local shops.
By actively participating in these initiatives, students gain a deep understanding of sustainability and their role in protecting the environment. This hands-on approach not only reinforces classroom learning but also inspires lifelong environmental stewardship.
<p class=”helperbird-font-opendyslexic-regular”>Hi Orla, I agree with this – showing the children the resource ‘Daily Meal Plans’ by children of similar age is a great way to make this topic more relatable to the children.</p>
I really enjoyed this module and I think it is important and invaluable for students to learn about nutrition from an early age. Integrating the nutrition of seafood into classroom teaching offers a multifaceted approach to health and sustainability. Seafood is a rich source of essential nutrients like omega-3 fatty acids, vitamins, and minerals. Teaching students about these nutritional benefits can be aligned with lessons on the Food Pyramid as highlighted in this module, highlighting the importance of balanced diets and the role of seafood in maintaining health.
Using the story of “The Salmon of Knowledge,” we can captivate students’ imaginations while imparting valuable lessons. This Irish legend not only links to cultural heritage but also underscores the significance of salmon as a nutritious food. It serves as a springboard for discussions on the nutritional value of fish and other seafood.
I really liked the concept of the “I Spy” lesson as it can be a fun and interactive way to teach students how to read food labels. By examining labels, students learn to make informed, sustainable choices, recognising which seafood products are responsibly sourced. This lesson fosters critical thinking and environmental stewardship. This is an idea which could be a great way to create close links with the community and local shops.
Incorporating these elements into classroom activities ensures that students gain a comprehensive understanding of nutrition, cultural heritage, and sustainability. This holistic approach promotes lifelong healthy eating habits and awareness of the environmental impact of their food choices.The online lessons and resources developed for the ARC (Aquaculture Remote Classroom) provide a rich foundation for integrating STEM education into my teaching practices, aligning with the STEM Education Policy Statement and the School Self Evaluation (SSE) process. The ARC online lessons and resources are child-friendly and modern. They are easily accessible and would appeal to children of all ages. I was particularly interested in the second lesson ‘The nutrition of seafood’ and especially in the story of the Salmon of Knowledge and how, despite the lack of scientific knowledge to prove the benefits of salmon on our bodies and brains, the people of the time knew the benefits simply by eating the salmon.
The ARC lessons, which cover sustainable aquaculture, marine biology, and environmental stewardship, can be seamlessly incorporated into the curriculum. For instance, students can explore the lifecycle of aquaculture species, the science behind sustainable farming practices, and the technological innovations driving the industry. These lessons promote critical thinking, problem-solving, and inquiry-based learning—key aspects of STEM education.
By utilising these resources, I can create engaging, hands-on activities that bring real-world applications into the classroom, such as simulating aquaculture environments or conducting experiments on water quality. This approach not only enhances students’ understanding of scientific concepts but also fosters an appreciation for sustainability.
Implementing these concepts school-wide through the SSE process involves collaborative planning, professional development, and resource sharing among teachers. It ensures a consistent and cohesive approach to STEM education, emphasising cross-curricular connections and real-world relevance. Integrating ARC resources helps build a strong STEM culture, promoting lifelong learning and preparing students for future challenges.
In conclusion, ARC online lessons and resources offer valuable tools to enrich STEM education, aligning with policy goals and enhancing the SSE process by fostering an engaging, sustainable, and collaborative learning environment.
Hi Michelle, I agree totally with this. The use of the story the Salmon of Knowledge is a fantastic way to examine healthy eating in a cross curricular way.
This module has really highlighted the importance of the west coast of Ireland to aquaculture. The Atlantic coastline is the perfect place to provide a successful environment for aquaculture. Aquaculture farms in the west of Ireland, particularly in counties Kerry, Clare, and Galway, benefit immensely from the “Goldilocks climate” as mentioned in this module– a temperate climate that is not too hot nor too cold, creating ideal conditions for the cultivation of species like salmon, mussels, and oysters. This region’s pristine waters and rich marine environments further enhance the suitability for sustainable aquaculture operations.
The socio-economic contributions of these farms to coastal communities in Kerry, Clare, and Galway are substantial. Firstly, they generate essential employment opportunities. Aquaculture farms offer direct jobs in farming, processing, and distribution, which are crucial for the livelihoods of local residents. These jobs are particularly valuable in rural and remote areas where employment opportunities can be limited. Furthermore, these farms create indirect jobs in supporting sectors such as equipment supply, transportation, and maintenance.
Beyond employment, aquaculture farms stimulate local economies by increasing demand for local services. Employees and visitors to these farms spend money on hospitality, retail, and other services, injecting vital revenue into these communities. This economic activity helps sustain small businesses, supports community infrastructure, and fosters regional development.
Additionally, aquaculture promotes sustainable practices and enhances food security. By adopting environmentally friendly farming methods, these farms help preserve marine ecosystems, ensuring the long-term viability of the industry. This commitment to sustainability bolsters Ireland’s reputation for high-quality, responsibly sourced seafood, which can further enhance market opportunities both locally and internationally.I really enjoyed the introduction to this module and have become more aware of the resources available to the children in my school in this area. I was particularly interested in the BIM social license projects, especially the ARC Aquaculture Remote Classroom. I will definitely be signing my school up for this initiative, even though I know the wait will be long! It is crucial for children to understand where their food comes from and the importance of sustainability. I found the four Social Licensing projects very interesting, and having the ARC classroom visit my school would be amazing. Given the long waiting list, the four lessons available on the website are a great alternative. They are child-friendly and informative. The “Taste the Atlantic” initiative also caught my attention, as it links cross-curricular with Geography, History, Maths, Art, and healthy eating, which is heavily promoted in my school. Initially, I thought salmon farming was the mainstay of the aquaculture industry in Ireland, but now I understand that mussel and oyster farming are significant too. I will certainly use the information and resources provided in the module in my classroom and look forward to bringing this knowledge to my school in September.
<p class=”helperbird-font-opendyslexic-regular”>Hi Eleanor, I love this idea – thanks for sharing the story and youtube video link!</p>
Activity Set: Rockets.
I would start with a discussion about rockets and their purpose, showing videos of rocket launches and space missions to capture their imagination. Next, I’d introduce a hands-on activity where students build their own simple rockets using straws, paper, and tape.
We’d begin by decorating paper tubes to resemble rockets, then attaching them to straws. Using another straw as a launcher, students could blow through it to propel their rockets, exploring the concept of thrust.
To deepen their understanding, we’d conduct experiments by changing variables like the length of the straw or the size of the paper rocket, and recording how these changes affect the rocket’s flight. This encourages scientific thinking and hypothesis testing.Additionally, I’d integrate technology by using a basic rocket simulation app, allowing students to experiment with different designs and see the results on a screen. We’d discuss the outcomes and relate them to real-world rockets.
Finally, the students could keep a “Rocket Journal” to draw their designs, note their observations, and reflect on what they learned.
<p class=”helperbird-font-opendyslexic-regular”>Hi Ciara, I love this idea of designing the umbrella! Thanks For sharing!</p>
Hands on activity – “Weather – What Clothes to Wear”. This activity is perfect for helping students understand the relationship between weather conditions and appropriate clothing choices.
To start, I would introduce the topic with a discussion about different types of weather we experience in Ireland, using pictures and short videos to illustrate sunny, rainy, snowy, and windy days. We would talk about our personal experiences and favourite weather conditions.
Next, I would create a hands-on activity where students sort various clothing items into categories based on different weather conditions. Using a large chart, we could have sections for each type of weather, and students could place pictures of clothing items like raincoats, sunglasses, and boots in the appropriate sections. We would then look at the various materials and discuss which materials would be better suited for the weather type, i.e. waterproof materials and so on.
Additionally, I would encourage students to keep a “Weather Journal,” where they record the daily weather and draw or write about what they wore and why. This journal not only reinforces their learning but also helps develop their writing and observational skills.
The lesson could incorporate the Esero 11 resources and follow the lesson – colouring the season pictures, questions about pictures and clothing in each and the story “Rain, Wind & Storm”. The children could then design their own coats/jackets (Investigating Children’s Coats, Curious Minds) with the following in mind – seasons, weather, temperature, and materials. To extend the activity, we could have a dress-up day where students come to school wearing outfits appropriate for a randomly assigned weather condition, fostering creativity and practical understanding.<p class=”helperbird-font-opendyslexic-regular”>Hi Ciara, I loved your lesson idea. I plan to use this book in the future. Thanks for sharing!</p>
I have chosen the ‘stars activity’. To start, I would introduce the topic with a simple, engaging story about constellations and their mythological origins. This storytelling approach not only captures the students’ imagination but also provides a cultural context for our study of the stars.
Next, we would create star charts and constellations using black construction paper and glow-in-the-dark stickers. Each student could choose a constellation to recreate, learning its name and story as they work. This hands-on activity makes the learning process interactive and enjoyable, and students can take their star charts home to share with their families.
To integrate technology, I would use interactive apps that simulate the night sky. These tools allow students to explore the stars and constellations in real time, even during the day. We could have a “virtual stargasing” session in the classroom, where students can identify constellations and stars using the app.
Additionally, I would encourage students to keep a “Star Journal.” In this journal, they could draw their favorite constellations, write down interesting facts about stars, and note any questions they have. This journal serves as a creative outlet and a way to document their learning journey.
For cross-curricular connections, in art a lesson could involve creating starry night paintings, inspired by Vincent van Gogh’s “Starry Night.”
Throughout these activities, I would encourage the students to ask questions and share their observations.
