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Exploring the online lessons and resources developed for the ARC has really highlighted for me how accessible and engaging STEM education can be when it’s rooted in real-world challenges. The focus on sustainability, innovation, and inquiry-based learning ties in perfectly with the aims of the STEM Education Policy Statement—particularly around nurturing creativity, critical thinking, and problem-solving skills in students.
I can see myself using these lessons to support thematic, integrated learning in areas like SESE, Maths, and even Oral Language. The hands-on, exploratory nature of the activities would work really well at primary level and encourage collaborative learning and curiosity. It also offers opportunities for pupil-led investigation, which aligns well with the SSE process—especially if a school chooses to focus on areas like collaborative learning, digital technologies, or developing student voice.
These ARC resources could be a powerful way to embed meaningful STEM education across the school in a way that’s both practical and inspiring.
Doing this course has given me a much deeper appreciation of how aquaculture farms are not just food production sites, but key players in supporting rural and coastal communities in Ireland. Often located in areas where employment opportunities are limited, these farms can bring vital economic benefits—creating jobs both directly on-site and indirectly through support industries like transport, equipment maintenance, and local retail.
What struck me most is the way aquaculture, when well-managed, can help sustain smaller communities that might otherwise struggle to retain younger generations. There’s also the potential for education and tourism links, especially where local pride in sustainable food production is strong.
In the classroom, I can see this sparking great discussion in Geography, SPHE, or even English, around rural development, sustainability, and how decisions around land and sea use can affect people’s lives. It connects students with their local area in a really meaningful way.
Learning about Aquaculture and Social License has really opened my eyes to how complex and interconnected food production, sustainability, and community perception are. As someone who teaches in a coastal area, this topic feels particularly relevant. I could see it slotting in really well with SESE, especially when exploring local industries, environmental impact, and ethical debates. The idea of Social License – how public trust and acceptance can influence whether a project succeeds – is something I hadn’t really considered before, but it’s a great springboard for critical thinking and discussion in the classroom.
There’s real potential to build cross-curricular links too, like writing persuasive pieces in English or collecting survey data in Maths. It would also suit project-based learning where students can investigate real-world issues and form their own opinions. I think it empowers them to see themselves as future decision-makers, not just learners. Definitely something I’ll be bringing back into the classroom.
It’s fantastic to see your approach to engaging students in studying climate impact on local beaches, specifically erosion along the Co. Wexford coastline. Involving students’ personal observations and experiences is a great way to start, connecting their daily lives to broader environmental issues.
Using the EO (Earth Observation) tools to compare satellite images of beaches over time is a brilliant idea. This visual evidence will help students understand changes in coastline erosion and its relation to climate change. Involving parents and grandparents as guest speakers adds valuable local knowledge and community engagement to the project.
Organizing students into groups to plan and conduct their investigations empowers them to take ownership of their learning. This hands-on approach, using various data collection methods like photographs and satellite imagery, will deepen their understanding of environmental science and the impact of climate change.
Lastly, involving the County Council and local engineers is a practical step to explore solutions and actions to address beach erosion. This collaboration not only enriches students’ learning but also encourages them to take active roles in environmental stewardship in their community.
Research Question: How does urbanization affect local temperatures in our city?
Reflection: To engage students in investigating this question, I would first introduce the concept of urbanization and its potential impacts on the environment, particularly on local temperatures. We would discuss how cities with more buildings, roads, and vehicles can create “urban heat islands” where temperatures are higher than in surrounding rural areas.
Next, I would encourage students to use the Climate Detectives research question planner to outline their investigation. They would gather data by measuring temperatures in different parts of our city, both urban and rural, over a period of time. This hands-on approach would allow them to see firsthand how urban areas can be warmer due to factors like concrete absorbing heat during the day and releasing it at night.
Students could present their findings through posters or presentations, sharing insights into how urbanization impacts local climates and discussing potential solutions to mitigate urban heat islands. This project not only develops their scientific inquiry skills but also fosters a sense of environmental responsibility by understanding the human impact on climate.
The EO Browser is an online tool that lets you explore satellite images of Earth in an easy way. It’s like Google Earth but specifically for satellite data. You can see different places on Earth and how they look from space. For example, you can check how forests change over time or track changes in water bodies like rivers and lakes.
In class, I would use the EO Browser to teach students about environmental changes. We could study deforestation by comparing satellite images from different years. This helps students understand how human activities impact forests. We could also monitor coastal erosion or study urban growth by analyzing satellite data over time. This hands-on approach makes learning about geography and environmental science more engaging and real for students. It encourages them to think critically about how our planet is changing and why it’s important to protect it. The EO Browser is a powerful tool to bring satellite technology into the classroom and inspire curiosity about Earth’s landscapes and ecosystems.
The film “Home” is stunning and has a powerful message. Its beautiful scenes and shocking facts make it impactful for teaching children about our planet and climate change. Starting with the Earth’s creation, it gradually shows how human activities affect the environment. I would introduce it in Geography or SPHE class to help students appreciate Earth’s beauty and understand the impact of modern life. This approach allows them to connect emotionally with the issues before discussing climate change. Watching Greta Thunberg’s TED Talk would also help students relate to climate activism and understand the importance of environmental stewardship.
The film HOME and other video clips in this module provide a vivid look at climate change and its impact on our planet. HOME, directed by Yann Arthus-Bertrand, shows how human activities like deforestation and pollution are harming Earth’s ecosystems. It emphasizes the need for urgent action to protect our environment and preserve biodiversity.
To introduce these climate change facts to my pupils, I would start by discussing the film’s key messages in a simple and engaging way. We would watch excerpts from HOME and other relevant video clips to illustrate different aspects of climate change, such as rising temperatures, melting ice caps, and endangered species. Using visuals and real-life examples helps students grasp the severity of environmental issues.
Next, we would explore hands-on activities related to these topics. For instance, we could simulate the greenhouse effect using everyday materials or analyze data on carbon emissions in different regions. These activities encourage critical thinking and allow students to apply scientific concepts to real-world scenarios.
I would facilitate discussions on how climate change affects their lives and future generations, fostering empathy and a sense of responsibility towards the environment. By connecting scientific knowledge with personal experiences, students can develop a deeper understanding of environmental stewardship and the importance of sustainable practices.
Overall, using multimedia resources like HOME and related video clips helps make climate change education accessible and impactful for students, inspiring them to become informed global citizens who actively contribute to environmental conservation efforts.
Activity 3 in the Weather and Climate resource involves two main parts: watching a Paxi video on greenhouse gases and using a tool to predict future temperatures. This activity is beneficial because it simplifies complex scientific concepts about greenhouse gases and their impact on climate change. The Paxi video uses visuals and explanations that are easy for students to understand, making it accessible for all learners.
To enhance this activity, I would incorporate follow-up discussion questions to stimulate critical thinking and deeper understanding. For example, students could discuss how greenhouse gases affect their local environment or brainstorm ways to reduce greenhouse gas emissions in their community. Additionally, relating the predicted future temperatures to current climate events or historical data could provide context and relevance.
Furthermore, I would encourage students to explore additional resources or conduct further research on greenhouse gases and climate change. This could include analyzing data trends or investigating scientific models used in predicting climate scenarios. By expanding on these aspects, students can develop a more comprehensive understanding of the complex interactions between greenhouse gases and global temperatures, empowering them to make informed decisions about environmental issues in the future.
I agree with Liston’s paper about STEM. It’s important to combine science, math, education, and technology because it helps students see the value in subjects like math, even if they find numbers hard. STEM teaches skills that are useful for solving tough problems. Hands-on activities make learning fun and help kids become confident in tackling complex tasks. This way, they learn to think flexibly and are ready for challenges that aren’t easy at first glance.
The activities outlined in Module 1 provide engaging opportunities for students to explore weather and climate concepts using resources from ESERO, SEAI, and ESA. Activity 1, “Is it weather or climate?”, prompts students to distinguish between short-term weather events and long-term climate patterns. This activity can be enhanced by including real-life examples and encouraging discussions on how weather and climate impact daily life.
Activity 2, “Weather Detectives,” involves hands-on investigations where students observe and record local weather conditions. To improve this activity, integrating digital tools or apps for weather tracking could enhance data collection accuracy and student engagement. Additionally, linking these activities to broader environmental topics, such as climate change or sustainability, could deepen students’ understanding of the importance of weather and climate monitoring.
In my class, I would use these activities to foster critical thinking and scientific inquiry skills. By completing pupil worksheets, students can document their observations and conclusions, reinforcing their learning through reflection. Overall, these activities provide a solid foundation for understanding weather and climate, but could benefit from more interactive elements and connections to real-world environmental issues to further engage and inspire students.
This creative writing project effectively integrates local heritage into interdisciplinary learning, fostering research skills and artistic expression among students. It encourages them to explore diverse perspectives and creatively interpret historical and scientific themes through storytelling, art, music, and drama, enriching their educational experience.
Example with Thomas Edison:
1. Introduction:Biographical Study: Start by introducing students to Thomas Edison’s life and work. Discuss his inventions like the phonograph and the electric light bulb.
2. Science Investigations:Electricity and Circuits: Explore electricity by conducting experiments on circuits. Use simple materials like batteries, wires, and bulbs to demonstrate how electricity flows and lights up bulbs.
Light and Optics: Investigate light by experimenting with prisms and lenses, similar to how Edison studied light properties to improve the incandescent light bulb.
Sound Waves: Demonstrate sound waves and vibration principles through experiments with tuning forks and sound amplification devices.
3. Hands-On Projects:Invention Challenges: Encourage students to brainstorm and design their own inventions inspired by Edison’s work. For instance, creating a simple machine or a new way to harness electrical energy.
Prototyping: Have students build prototypes of their inventions using basic materials. Emphasize the importance of testing and refining their designs, mirroring Edison’s iterative approach.
4. Field Trip or Guest Speaker:Local Resources: Visit local museums or historical sites related to Thomas Edison’s inventions. Invite guest speakers, such as historians or engineers, to discuss the impact of Edison’s innovations.
5. Integration with Other Subjects:History: Explore the historical context of the Industrial Revolution and its impact on technology and society.
Language Arts: Write biographical reports or narratives imagining a day in the life of Thomas Edison.
Mathematics: Calculate energy consumption and costs based on different types of light bulbs, linking back to Edison’s innovations in lighting.
Benefits: By using Thomas Edison as inspiration, students not only learn scientific principles but also develop critical thinking, creativity, and an appreciation for the impact of local innovators on scientific progress. This approach fosters interdisciplinary learning and encourages students to apply scientific concepts to real-world problems and inventions.Class/Whole School Bridge Design Challenge
Inspiration: Using the suspension bridge in Birr Castle Demesne as inspiration, we will plan a class or whole school challenge to design and build model bridges.Planning the Challenge:
1. Introduction:Discussion: Start with a discussion about bridges, their purpose, and different types (suspension, beam, arch).
Visuals: Show pictures and videos of the Birr Castle suspension bridge and other famous bridges.
Field Trip: If possible, visit a local bridge to observe its structure and design.
2. Research and Design:Groups: Divide students into small groups.
Materials: Provide materials like popsicle sticks, string, cardboard, glue, and tape.
Research: Have students research different bridge designs and materials used in real bridges.
Blueprints: Each group will create a blueprint of their bridge, including dimensions and materials list.
3. Mathematical Integration:Measurements: Teach students to measure lengths and angles accurately using rulers and protractors.
Geometry: Discuss shapes used in bridge design (triangles for strength, rectangles for platforms).
Calculations: Have students calculate the weight their bridge needs to hold and design accordingly.
Scale: Introduce the concept of scale, helping students understand how to scale down real bridge dimensions to their models.
4. Building the Bridges:Construction: Groups will build their bridges based on their blueprints.
Testing: Test each bridge by gradually adding weight to see how much it can hold.
Evaluation: Evaluate based on design, strength, and creativity.
5. Presentation and Reflection:Presentation: Each group presents their bridge, explaining their design choices and mathematical calculations.
Reflection: Reflect on what worked well and what could be improved, discussing the role of math in their project.
Benefits:
Hands-on Learning: Students apply mathematical concepts in a real-world context.
Teamwork: Encourages collaboration and communication among students.
Critical Thinking: Promotes problem-solving and critical thinking skills.
Engagement: Makes learning fun and engaging through a practical project.
By integrating mathematical thinking into the bridge design challenge, students learn important math skills in an enjoyable and memorable way.To conduct a seasonal biodiversity project throughout the school year, I would use various course resources and follow this plan:
Resources and Recording Sheets:
National Biodiversity Data Centre resources: For species identification and recording.
Field guides and keys: For local flora and fauna.
Observation sheets: To record sightings and changes over time.
Digital cameras or tablets: For photographing species and habitats.
Online platforms like iNaturalist: For submitting data and engaging in citizen science.
Outdoor Learning Frequency:
Monthly outings: To observe seasonal changes and document biodiversity.
Special events: Aligning with significant seasonal changes (e.g., spring bloom, autumn leaves).
Integration with Other Subjects:
Science: Study plant and animal life cycles, habitats, and ecosystems.
Geography: Map biodiversity hotspots and understand the influence of local geography on species distribution.
Math: Collect and analyze data on species counts and environmental conditions.
Art: Draw or paint local plants and animals, create nature journals.
Language Arts: Write reports, stories, or poems about local wildlife and seasonal changes.
Project Outline:
Introduction: Explain the project’s goals and importance of biodiversity.
Monthly Field Trips: Observe, identify, and record local species.
Classroom Activities: Analyze data, discuss findings, and integrate into various subjects.
Final Project: Create a comprehensive report or presentation showcasing the year’s findings and learning experiences.
By regularly bringing students outdoors and integrating the project with multiple subjects, the seasonal biodiversity project will provide a holistic and engaging learning experience.
