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Definitely agree on the small habits like recycling bins and switching off all the equipment and lights. These are habits and routines the pupils can bring home.
Living in a country that hopefully is increasingly its value on sustainability, I’ve see various practices that aim to reduce our environmental impact and promote a more sustainable future. Examples such as recycling programmes (including the recent bottle/can recycling programme) ensure that waste is minimised and resources are reused. Community allotments where residents can grow their own vegetables and fruits. These gardens not only promote local food production and reduce the carbon footprint associated with transporting food, but they also foster a sense of community and shared responsibility for the environment. Finally, renewable energy projects including solar panels on homes/public buildings and incentives for homeowners to install their own, have also been a significant step forward.
Examples of engaging young pupils in sustainability include: 1. Establishing school gardens where students can plant, nurture, and harvest their own crops can teach them about food sources, the importance of local produce, and the basics of sustainable agriculture. 2.Arranging field trips to local recycling centers, renewable energy plants, or community gardens. Seeing sustainability in action can leave a lasting impression and make learning concepts more realistic. 3. Encourage students to create art from recyclable materials. This not only teaches the value of reusing resources but also stimulates creativity and problem-solving.
BIM seem to really provide great backup to the industry from many different aspects. I think this definitely is seen by the growth and development of aquaculture.
Hi Rachel, what is considered ‘healthy’ has definitely became a grey area at times rather than the black and white space it should be based on food nutrition education. Sports drinks and cereal bars are classic examples of what some people think are healthy compared to where they are on the food pyramid
As a school who has a healthy eating policy and chooses to education pupils who may not stick to the policy rather than give out, I feel ours like many other policies focuses on what pupils bring into school and may not focus as much on what they eat outside the school. Educating using a simplified version of the food pyramid (depending on the class age ) ,showing good options , and also encouraging pupils to try new foods. For example in other countries young children would eat mussels but its rarely on the menu for young children in Ireland.
I also feel lessons on food misguidance could be brought in the classroom, some pupils bring in sports drinks believing they are a benefit, similar I feel there is a big difference between fish fingers or fish and chips compared to fresh salmon or cod cooked in a healthy way.
Finally showing older pupils who play different sports the connection between the body growing/repairing with the help of food and the importance of healthy fats and protein can be brought into the classroom, even linking healthy fats and brain function can show pupils how small differences and choices can benefit them.
I imagine having the opportunity an Oyster farm as a class trip would be exciting and very informative for the pupils. Its great to see a working farms where job roles vary and pupils can see different people doing different things.
The ARC lessons and Resources are very pupil friendly and from the perspective of a teacher provide an array of topics. I could see my class dividing into groups and each group taking one of the four sections or part of a section. A research heading could be given to each group and the school tablets could be used to explore and research these areas. If find with group work like this, once I get a balanced group forming , the group dynamics give the pupils a sense of inclusion and people have various roles such as the research, the presenter, and sometimes a creator such as information boards.
I think the pupils find learning from a resource like this more interesting than the traditional methods of teaching, certainly for older pupils who spend time at home with technology it brings together the learning of a lesson delivered in a more interactive way. I have also used ‘Kahoot’ for quizzes in the classroom, and feel a quiz could reenforce the Arc lessons and resourcesAs someone who comes from a rural part of the west of Ireland, negative socio-economic outcomes can reduce, if not eliminate a generation of a coastal communities. They can also create a sense of needing to move outside the community in order to progress to better qualifications and jobs, with the spin off effects of shops, sporting teams and community groups for example being severely hindered, and lost traditions and culture.
While aquaculture farms may not be a direct replacement for traditions fishing methods from the past, they offer a community jobs, a skilled workforce, safer and more sustainable work environments. Rugged rural areas where tourism may never take off or areas very isolated now have opportunities to flourish. As the module describes different types of coastlines for different types of aquaculture, areas can work to their strengths, for example a community with a deep harbour can introduce different aquaculture than an area which is defined more by the tides. Similar to agriculture where we use our ‘green’ and clean image as unique selling point, we can use our clean unspoilt coastlines to develop our aquaculture industry.
As somebody who teaches in a school located near the sea, and regularly uses the local beaches for walking to on short day trips, the opening module has opened my eyes to something so close as an educational resource, which to be honest is a very underutilised learning area in my class and school. I found the BIM videos something I will definitely use next year and are very engaging for different class levels.
From completing the first module I like some of the practical learning such as the culinary young chefs and the ARC and how they can provide more practical based and visual learning. I like how we as teachers can help create learning connections from what happens on our doorstep in the sea to what can appears on your plate at dinnertime. Themes like sustainability and healthy eating can be used. I definitely think some hands on practical learning or ‘guest speakers’ combined with classroom learning can make this area something I will bring into the classroom more next school year.