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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?I agree Colin, exploring the visual impact of urban heat islands with the children and how it affects their own school or local community is very important. They will become more aware of how cities can get hotter than the nearby countryside, for example, buildings, roads, and footpaths soak up and hold heat from the sun. They might notice that the playground or yard feels much hotter than grassy or shady areas. They may also observe that some rooms in the school feel warmer than others. Seeing this helps the children understand how towns and cities can change the temperature and why it matters for people’s comfort.
Climate Detectives Research Question Planner
1. Research Question
How has increased rainfall over the past decade affected the frequency of flooding in low-lying areas, for example, Cork City?2. What is the climate issue?
Cork City is experiencing more frequent and intense rainfall events, contributing to urban flooding, especially in low-lying areas near the River Lee. Climate change is believed to be intensifying these weather patterns.3. Why is it important?
Flooding in Cork causes significant disruption, damaging homes, businesses, and transport routes. It also places stress on emergency services and city infrastructure. Understanding the link between rainfall and flood frequency is crucial for improving flood defences, city planning, and climate adaptation strategies.4. Who is affected and how?
• Residents and business owners in the city experience property damage and economic losses.
• Local government and emergency services face increased pressure to respond to frequent flood events.
• Commuters and students are affected by road closures and service delays.5. What data could you use or collect to investigate it?
• Rainfall data from Met Éireann or Cork City Council over the past 10 years.
• Flood incident reports and response logs from local authorities.
• Elevation maps of Cork showing flood-prone zones, eg, River Lee catchment area.
• Land use and drainage maps showing surface types and water absorption capacity.
• Tide and river level data, as tidal flooding also plays a role in Cork.Elevator Pitch:
EO Browser is a powerful, user-friendly online tool that lets you explore up-to-date satellite imagery from multiple Earth observation missions all in one place. It offers easy access to high-resolution images and data about land, water, vegetation, and atmosphere, helping users visualise environmental changes over time without needing advanced technical skills. It can be used to track deforestation, monitor urban growth, or study weather patterns. EO Browser makes complex satellite data accessible and interactive for anyone.Using EO Browser in the Classroom:
I would use EO Browser to bring real-world Earth science and geography concepts to life. The children could investigate local environmental changes by comparing satellite images from different dates, analyse effects of natural disasters, or monitor vegetation health. It deepens their understanding of remote sensing, climate change, and human impact on the planet.Encouraging the children to create their own weather experiments helps them learn by doing and makes the topic more interesting. For example, they could observe cloud cover by noting the types of clouds they see, estimating how much of the sky is covered, and recording changes throughout the day. These activities provide direct experiences with real weather data, helping them understand how weather works while building their observation and measuring skills.
