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What's All the Commotion in the Ocean

Elementary

Description

This resource is designed  to enhance children’s learning about ocean animals, pollution and how to make a difference by being good stewards of the Earth’s water resources. 

Students will:

  • create a class book educating others on how to keep the ocean clean
  • create ocean dioramas
  • create mystery ocean animal riddles

General Assessment

What skills does this resource explicitly teach?

Although many new concepts are presented within this resource, specific skills are not explicitly taught.

Strengths

  • This resource is well laid out, easy to follow and accessible via the Internet.
  • The resource suggests the importance of students taking part in action experiences.
  • Children's literature is used as a vehicle to introduce new concepts to students.
  • Stewardship is emphasized in all lessons.
  • Issues are addressed in an age appropriate manner.

Weaknesses

  • All activities take place indoors.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
        • Investigating change and the diversity of Earth’s systems helps us to develop understandings of the conditions necessary to sustain life.
  • British Columbia
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Water is essential to all living things and it cycles through the environment
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitat and Communities
  • New Brunswick
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring Soils
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Newfoundland & Labrador
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Habitats
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
    • Grade 4
      • Step 3Select a subject
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2:Liquids, Solids and Mixtures
  • Nunavut
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
        • Matter & Materials: Properties of Liquids & Solids
    • Grade 4
      • Step 3Select a subject
  • Ontario
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air & Water in the Environment
        • Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Exploring Soils
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2: Water is essential to all living things and it cycles through the environment
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment

Themes Addressed

  • Ecosystems (2)

    • Appreciating the Natural World
    • Wildlife Protection
  • Water (1)

    • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
  • The complexity of issues is respected in an age appropriate manner.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good
  • The resource does encourage educators to develop independent action experiences for students based on interest and ideas.
  • Each lesson includes attention to service learning.
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory
  • Students are encouraged to work together cooperatively and respectfully.
  • Empathy and respect for diverse individuals are not explicitly addressed.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
  • Time is spent exploring the impact of pollution on non-humans.
  • The majority of activities take place indoors.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good
  • Students are encouraged to think about how they can impact the quality of the water supply.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory
  • Students explore the present and the future of oceans and watersheds.
  • An understanding of the past is not adequately presented.
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Satisfactory
  • The majority of activities are teacher directed.
  • Students make discoveries in areas that the teacher has identified.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Use of literature and other forms of media to introduce new topics.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory
  • Lessons are designed to include a variety of different activities to engage students with diverse learning styles.
  • Adaptations and differentiated instruction strategies are not provided for students with varying academic needs.
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
  • Students work in groups to complete activities, but are not explicitly taught cooperative learning skills.
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good
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.
Peer Teaching Very Good
  • Students are required to make a formal effort to teach younger children about the importance of the marine environment.
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good
  • Students do have some control to choose certain elements of their own programming during some activities.
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.