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Seafood Education Kit Elementary

A Resource Guide for Teachers Leading Change

Elementary

Description

This resource provides a series of hands-on and inquiry based activities which educate, equip and empower students to be stewards for sustainable food choices and healthy oceans. 

In Lesson 1, the students learn about the water cycle through diagrams, a voting game and self-reflection.

In Lesson 2, the students will learn about aquaculture and the life cycle of fish by watching a video and playing a game.

In Lesson 3, the students learn about ocean health and relate it to seafood by participating in a true or false quiz in a slideshow and working in their workbooks.

In Lesson 4, the students will read a story about a girl named Rae who grew up in the fishing industry.

In Lesson 5, the students will learn the 4 basic components of a marine ecosystem by creating a fish farm poster and sharing it with the class.

In Lesson 6, the students will learn the importance of a healthy ocean and its impact on the environment and peoples' lives through stories and videos.

And finally in Lesson 7, the students will play a game answering one of three questions on the importance of oceans.

A unit plan for teachers and workbook for students are also provided. 

General Assessment

What skills does this resource explicitly teach?

This resource has an aim of developing knowledge and awareness of the issue rather than explicitly teaching skills.

Strengths

  • Teacher friendly format
  • All links to resources and supplementary materials are active
  • Assessment rubric included
  • Extensive supplementary materials available

Recommendation of how and where to use it

This resource is particularly well suited for the early elementary classroom and satisfies the curriculum outcomes in Social Studies and Science dealing with life cycles, water cycle and ecosystems.  It would be a nice unit to deliver close to World Oceans Day in early June.

Relevant Curriculum Units

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Themes Addressed

Ecosystems (1)

  • Interdependence

Food & Agriculture (2)

  • Aquaculture
  • Food Security

Land Use & Natural Resources (1)

  • Fisheries

Water (3)

  • Marine Environments
  • Water Cycle
  • Water Quality

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource outlines how the seafood we eat is a direct reflection of how we treat our oceans. The lessons prompt exploration of where our seafood comes from and how consumers are connected to that process. Through a series of activities, discussions and critical questions students form their own opinions.

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 Very Good

The resource does a very good job of explaining the environmental aspects associated with a healthy ocean while also addressing the economic and social sides of the issue.

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 Very Good

The seafood industry is an expansive business that touches many corners of human life; ranging from supplying protein in our diets, to providing employment for communities, to being a tool of creativity and history for seafood chefs. Choosing to eat sustainable seafood helps to ensure that we will be able to continue to enjoy seafood for generations. Students examine all aspects of a healthy ocean in the activities provided.

Respects Complexity:

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

Acting on Learning Poor/Not considered

The students learn a great deal about the importance of healthy oceans; however, there are no real opportunities for actions toward positive change included in the resource.

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 Good

The students learn about the lives of fishers and read a story about a girl names Roe which helps them to develop an understanding of different lifestyles.

There is an optional activity to learn more about Tiare Boyes who grew up in a fishing family with an environmental activist mother and a father with a Masters in marine biology.

This is a true story based on the life of Tiare Boyes who grew up in a fishing family with an environmental activist mother and a father with a Masters in marine biology

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 Satisfactory
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 Satisfactory
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 Good

The activities and learning that takes place in this kit emphasizes that choosing sustainable seafood and promoting these conversations has a ripple effect upon the health and balance of marine life. Choosing to eat sustainable seafood helps to ensure that we will be able to continue to enjoy seafood for generations to come.

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 Very Good

The resources provides a variety of hands-on and inquiry based learning activities.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Literacy
  • Social Studies
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 Satisfactory

Students are guided with questions/problems to solve and some direction on how to arrive at solutions in an age appropriate manner.

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 Good

Addresses a variety of learning styles, but there are no strategies included for those learners who may experience difficulties.

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 Satisfactory
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 participate in group discussions and activities.

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 Very Good

Included in the resource is a Unit Evaluation Rubric that can be used throughout the unit.  It is also included in the student workbook so the students can understand how they may be evaluated.

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 Satisfactory

The resource provides a think/pair/share activity.

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 Very Good

In the activities provided the students read a book about a girl named Roe who grew up in the fishing industry.  There is also an activity where the students learn about the various people who are connected to the fishing industry.

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 Satisfactory

Much of the resource is planned for the students in order for them to gain the most knowledge and awareness as possible.

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.

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