Help Protect Life in the Ocean
What can one person do to help save the animals in the ocean?
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Description
This resource is designed to raise the students' awareness of the threats faced by many of the amazing animals that live in the ocean. It helps students understand why marine life is at risk and encourages them to seek solutions to how they can be saved.
Activities incorporate rhymes, puzzles and games to:
- Identify the names and locations of the earth's five oceans
- Examine reasons for the disappearance of some of the earth's largest creatures that live in the oceans
- Appreciate the importance of fishing and understand the impact of overfishing
- Consider individual actions in support of marine life
- Develop a class action plan
The resource provides teacher directions for each of the 5 student activities.
General Assessment
| Question | Response |
|---|---|
| What skills does this resource explicitly teach? | Pre-reading skills are taught in the first activity. Talking about vowels is suggested in the second activity. |
| What important, related ideas/issues are not addressed in this resource? | How to take more effective action and to spread the message to others is not fully addressed. |
| To enhance this resource the following changes are strongly recommended: | To improve this resource from a pedagogical standpoint:
|
| To enhance this resource the following changes would be beneficial: |
|
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Bias Minimization Presents as many different points of view as necessary to fairly address the issue(s). | Good | The resource makes reference to WWF as a positive bias towards protecting the oceans in the world. |
| Multiple Dimensions of Problems & Solutions The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored. | Satisfactory | |
| Respects Complexity The complexity of problems is respected. A systems-thinking approach is encouraged. | Satisfactory | |
Action Experience Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
| Good | On one of the activity sheets there are suggestions for the student to be part of a family meeting to see what the family can do to make a difference at home. As well there is a template to write a letter to government expressing concerns about what is happening to the oceans of the world. |
| Action Skills Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.). | Satisfactory | How to write a letter is not taught but a template is provided to follow and recommended particularly for kindergarten students. The resource has suggestions for what to do at home to make a difference. |
| Empathy & Respect for Humans Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | Poor/Not considered | This is not considered in this resource. |
| Personal Affinity with Earth Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors. | Poor/Not considered | No out of door experiences are included in this resource developed for use solely in the classroom. |
| Locally-Focused Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners. | Satisfactory | If the students live near the ocean it would be more relevant to them, however it is important for all to learn how their actions can impact on the oceans of the world. The activity at home to make a difference is locally-focused. |
| Past, Present & Future Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | Satisfactory | A short history of fishing is included in activity sheet 3 and some background information is included in activity sheet five. |
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | Satisfactory | The resource is primarily teacher directed with little room for open-ended instruction. Students are given an opport unity to answer the open-ended question What are the five most important things you can do to help marine life? |
| Interdisciplinary and Multidisciplinary Learning Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries. | Satisfactory | Language Arts, Science and some Social Studies are integrated in the resource. |
| Discovery Learning Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
| Satisfactory | The resource is mostly teacher directed allowing for little discovery learning. |
Values Clarification Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
| Satisfactory | As the resource is mostly teacher directed little opportunity is given for students to clarify their values except as a class in contributing group ideas for the letter to government. |
| Differentiated Instruction Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties. | Poor/Not considered | This is not addressed in the resource. |
Experiential Learning Direct, authentic experiences are used.
| Poor/Not considered | This is not considered in this resource. |
Cooperative Learning Group and cooperative learning strategies are a priority.
| Poor/Not considered | This is not considered in this resource. |
| Assessment & Evaluation Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | Poor/Not considered | Assessment or evaluation of what the students have learned or discovered is not included in the resource. |
Peer Teaching Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| Poor/Not considered | This is not considered in this resource. |
| Case Studies Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context. | Poor/Not considered | Although references are made to real places and events effecting the world's oceans, case studies have not been included. |
| Locus of Control Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | Poor/Not considered | This is not included in this resource. |
Relevant Curriculum Units
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