• Explorers Planning a Seashore Safari – Seashore Safety and Conservation Code

      Dromgool-Regan, Cushla; Roscoe, Sam (Marine Institute, 2021)
      The Seashore Safety and Conservation Guide provides a checklist for planning a trip to the seashore. The checklist covers: Access / Facilities; Risk Assessment; First Aid / Emergency; Tides / Changing Tides / Weather forecast; Volunteers; Games and Activities; Designated Meeting Point; Clothing; Equipment; Games and Activities; Safety on the Seashore - in the classroom / on the seashore. The guide also provides a Conservation Code which adopts some key ‘do and don’t’ actions while on the seashore. This covers good practice from beach cleaning activities to taking care of the animals while exploring.
    • Explorers planning guide for primary school teachers: marine projects, environmental awareness and care

      Marine Institute (Marine Institute, 2017)
      The Explorers teacher’s guide for marine environmental awareness and care provides a range of resources, presentations and lesson plans that can be used to teach and inspire students to develop projects about caring for our ocean.
    • Explorers planning guide for primary school teachers: ocean literacy and engagement

      Dromgool-Regan, Cushla; Burke, Noirin; Allard, Brendan (Marine Institute, 2017)
      The Explorers Education Programme™ aims to build on Ireland’s marine and maritime heritage by increasing awareness of the value, opportunities and social benefits of our ocean wealth and identity. This ocean literacy and engagement guide provides ocean facts, evaluation tools and ideas for the classroom.
    • A hydrothermal adventure- Build your own unknown; Fact or fiction student evaluation game.

      Marine Institute (Marine Institute, 2018)
      Taking inspiration from the script of Build Your Own Unknown which merges scientific fact with a fictional narrative, play a game of fact or fiction to evaluate student learning. Play the game twice; at the beginning of the module after the students first viewing of Build Your Own Unknown and at the end of the completed module or related lesson plans. Alternatively create a set of questions based on the glossary and use to play fact or fiction. Record results each time and compare statistics to determine the class percentage increase/decrease in learning.