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This module showed that aquaculture is about much more than producing seafood. It plays an important role in supporting jobs, local businesses and coastal communities, while also relying on science, technology and innovation. It was interesting to see how many different STEM skills are involved in the industry, from monitoring water quality to designing equipment and finding sustainable ways to farm.
The ARC online lessons provide lots of practical ways to bring these ideas into the classroom. The activities encourage pupils to ask questions, investigate, work together and solve problems rather than simply learning facts. They also make good links across Science, Geography and Maths, while helping children understand where food comes from and why sustainability is important.
These resources also fit well with the STEM Education Policy Statement, as they promote inquiry-based, hands-on learning and encourage children to think critically about real-world issues. They could also support the School Self-Evaluation process by helping to develop a consistent approach to STEM across the school.
This module showed how aquaculture can be used as an engaging, real-life context for teaching STEM while also helping pupils build an appreciation of Ireland’s marine environment and coastal communities.Hi Rosemary,
I really liked your point about the need to balance aquaculture with tourism, fishing and other coastal activities. It’s a great way to show pupils that there are often different perspectives to consider and that finding solutions means listening to everyone’s views while protecting both livelihoods and the environment.
This module highlighted that the location of aquaculture farms is carefully chosen and depends on factors such as clean water, sheltered bays, tides and water quality. It showed how important the natural environment is in supporting sustainable aquaculture and why not every coastal area is suitable for farming.
The module also emphasised the positive role aquaculture plays in coastal communities. As well as producing high-quality seafood, it provides employment, supports local businesses and helps sustain communities that rely on the marine industry. It was interesting to learn about the variety of careers connected to aquaculture and the contribution the sector makes to Ireland’s economy.
From a classroom perspective, this topic offers many opportunities for cross-curricular learning. Pupils can use maps to identify where aquaculture farms are located, explore why certain locations are more suitable than others, and investigate where food comes from. These activities link well with Geography, Science and STEM while also encouraging discussions about sustainability and caring for the marine environment. Overall, this module showed how aquaculture is connected to both the environment and local communities, making it a meaningful and relevant topic for primary pupils.
I really liked your point about pupils learning more about what’s right on their doorstep. It’s amazing how much there is to discover locally that children often don’t know about. Having those real-life connections to the coast and local fishing industry makes the learning so much more meaningful.
Module 1 of the Farming at Sea – Links to the Primary Classroom course has given me a greater understanding of aquaculture and its importance to Ireland’s economy, environment and coastal communities. Learning about social licence helped me appreciate that industries need the trust and support of local communities and that sustainable decisions require balancing environmental, social and economic needs.
The classroom resources have strong links to the SESE curriculum, particularly Science and Geography, while also supporting SPHE through discussions about sustainability and responsible citizenship. The inquiry-based activities encourage pupils to ask questions, investigate real-world issues and think critically about where their food comes from and how marine environments can be protected.
Overall, this module has given me practical ideas for engaging, cross-curricular lessons that promote environmental awareness, collaboration and problem-solving. I believe learning about aquaculture and social licence will help pupils develop a greater appreciation of Ireland’s marine resources and the importance of making informed, sustainable choices for the future.
What a brilliant, hands on way to connect urban pupils with nature and light pollution, a great mix of creativity, learning and local action.
Music/Songs/Poems/Art connecting us to the night sky:
Music/Songs:
“Clair de Lune” – Claude Debussy
A soft piano song that sounds like the quiet beauty of the moon at night.
“Space Oddity” – David Bowie
A fun space song about an astronaut flying through the stars.
“Moondance” – Van Morrison
A happy song about dancing under the moon and stars.Poems:
“Silver” – Walter de la Mare
A poem that describes how the moon makes everything look silver and magical.
“Twinkle, Twinkle, Little Star”
A well-known poem about wondering what stars are as they shine in the sky.
“Star Light, Star Bright” – A short rhyme about making a wish on the first star seen at night.Art: Looking and Responding
Starry Night – Vincent van Gogh A painting with swirly stars and a glowing moon in a beautiful night sky.
The Great Wave – Hokusai
A big wave in the ocean with a calm sky and soft moon in the background.Art Activity:
Night Sky Collage – the children create their own night sky using black paper, adding stars, moons, and planets with cut-out shapes, foil, glitter, or glow-in-the-dark stickers.
Hi Tanya,
I like the idea of inviting guest speakers from The Irish Wildlife Trust in to talk to the children, it would give them a deeper understanding of nocturnal animals and make the learning experience more engaging and memorable.
To support nocturnal species in school diversity plans, it’s important to reduce light pollution and create safe habitats. Many animals like bats, owls and moths need darkness to feed, move and survive.
Schools can help by using low warm coloured lighting that only turns on when needed; and by planting native plants that support nighttime pollinators. Creating dark areas on school grounds can give these animals a better chance to survive.Teaching the children about nocturnal wildlife is also key. Schools can include lessons about animals that are active at night and how light affects them. With support from parents activities like night walks, bat watching or building shelters for insects can help the children really connect with nature.
Hi Emma,
Very in-depth, meaningful plan! Creating a campaign to highlight the effects of light pollution is a great way for children to learn about such important environmental issues while making a real impact in their own community.
Light Pollution is a growing issue in many areas, especially in towns and cities where artificial lighting from streetlights, buildings and vehicles brighten the night sky. This excess light disrupts natural ecosystems by confusing nocturnal animals, disturbing plant growth and affecting human sleep patterns. It limits the ability to see stars and experience the natural beauty of the night sky.
To engage the children in exploring this I would start by showing them pictures of the night sky in the city and the countryside. We would talk about the differences and why it happens. Using torches in dark boxes or drawing starry skies can help them understand how light affects what we see. We could create a dark room in the classroom to see what stars would look like without too much light around.
Hi Ellen,
What a fun and interactive way to explore the night sky! Stellarium makes learning about stars, planets and constellations feel like a real adventure!
Setting your own location and travelling back to historic moments like the 1969 moon landing really helps bring astronomy to life! A fantastic blend of science, history and fun!
Observing the Moon:
We would begin by exploring interesting facts about the moon such as the moon has no light of its own, we can only see it because it reflects the light from the sun. When do we see the moon? Can we see it during the day? Discuss and explore how the moon orbits the Earth and how different parts reflect sunlight at different times.
What’s the difference between a solar eclipse and a lunar eclipse? Explore and discuss moon landings starting with the first, Neil Armstrong, Apollo 11, 1969.
Using the ESERO Moon Observation Log Template we record the date, time and the shape of the moon, observing which quarter the moon is in that period. We would bookmark the website, http://www.timeanddate.com/moon/phases to keep a regular check on the moon phases along with the use of the Stellarium app to observe the appearance of the moon.
Hi Sandra,
Very in-depth plan! Great ideas, lots of playful activities to help children explore light, dark and daily routines in a fun, hands on way!
Constructing a sundial:
I would choose our school garden to construct a sundial, its level and it receives the most sunlight. We would begin by picking a spot to on the ground where the children’s body casts a shadow, mark this as the central spot, so that they know to come back and stand in this same spot each time.
From this position, place a ruler on the ground in the same direction in which the shadow is created from the child’s body. Use chalk to draw a straight line from the centre spot, going outwards along the line of their shadow. Make a note of the time at the end of the line.
On the next hour, stand in the centre spot again and use the ruler and chalk to draw a second line, making a note of the new time.
Repeat these steps every hour until the children have recorded a shape for at least 4 times in one hour intervals. The sun dial will show how far the sun has travelled during each hour.
Ask the children:
How far is the shadow moving each hour ? What direction is the shadow moving in? Would this be the same in every country in the world? Where do you think your shadow will be in 9 hours time? Why does the shadow move? What is causing it to change position? Will your shadow return to its original position? Can you explain why?
