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Species at Risk Education Kit for Secondary Students

Grades 9-12

Secondary

Description

In the Species at Risk (SAR) education kit, each lesson addresses a species at risk through an Ocean Wise conservation initiative. Students will learn about the interconnectedness of marine species at risk such as the humpback whale, killer whale, great white shark, hawksbill sea turtle, and sea otter as they face the most pressing ocean threats including climate change, habitat loss, overfishing, and ocean and plastic pollution. Equipped with the proper knowledge and tools, students will acquire an impactful learning experience to empower them to become ocean champions and stewards for species at risk. The educator’s guidebook provides detailed guidance on how to conduct classroom activities and how the activities are linked to the concepts of their specific course curriculum. Students are provided with a workbook to complete age specific fun, interactive activities such as online games, collages, discussions, and more.

Each lesson follows the same format throughout the kit with Critical Questions and Reflections built into the Activities section. The kit follows the overarching theme of interconnectedness, integrating decolonization practices with scientific, conservation, and Indigenous knowledge. The thought book component prompts students to journal on interconnectedness and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and climate action so that they are encouraged to be changemakers within their community. Finally, each lesson ends with ways to Take Action.

The five lessons are:

Lesson 1: Climate Change and Humpback Whale – Students will develop an understanding of how climate change affects ocean health and species. They will make connections between mitigating climate change and protecting species. They reflect how they can change their practices to reduce their environmental impacts and footprint.

Lesson 2: Ocean Pollution and the Killer Whale - Students will understand the interdependence of ocean health, the food chain, and trophic structure connections concerning ocean pollution. They will learn about the interconnectedness of species within the same food chain in an ecosystem and develop a meaningful understanding of the importance of delivering scientific information to the public with the objective of leading an environmentally cleaner future.

Lesson 3: Fishery Bycatch and the Great White Shark – Students will deepen their personal connection to global environmental issues caused by humans and our reliance on natural resources. They will increase their understanding of how unsustainable fishing and resource use by humans impacts ocean and species health and reflect on the environmental cost of the overexploitation of ocean resources such as seafood.

Lesson 4: Plastic Pollution and the Hawksbill Turtle – Student will learn how plastic pollution affects species in nearby and further away ecosystems. They create an understanding of the applicability of small-scale conservation and citizen science initiatives. They participate in their own garbage clean up and citizen project targeting plastic pollution and reflect on the positive impact they brought to the community and environment

Lesson 5: Habitat Loss and the Sea Otter – Students learn about the connection between human actions and the degradation of a food web. They are tasked with creating a kelp product and building a business plan for the product. They reflect on the role of all species as it relates to the integrity of an ecosystem.

 

General Assessment

Strengths

  • Each lesson offers background information, links and teaching activities to engage students through a variety of approaches
  • The resource easy to implement and visually appealing 
  • Excellent quantity of resources to watch, visit or read as well as additional resources to support the learning
  • External links are up to date
  • The lesson design is very effective in connecting the learning to the students lives
  • The students workbook is a tool designed for students to accompany lessons from the teacher's guidebook
  • The students workbook is an editable pdf so no need to print any worksheets for students

Weaknesses

  • No strategies are suggested for students with learning difficulties
  • No assessment tools or rubrics are provided

Recommendation of how and where to use it

The resource supports educators to bring ocean literacy into their classrooms and empower students to take action while deepening their connection to the ocean.  Informed by the latest science and research from Oceanwise’s conservation initiatives, Seaforestation, Ocean Pollution, Whales and Seafood and Fisheries, Indigenous Knowledge, and active and constructivist pedagogies, the resource addresses the interdisciplinary issues of climate change. Teachers can use the resource to address science outcomes associated with ecosystems and in social studies and geography classes to emphasize the link between human activity and ocean pollution. The activities promote how ocean pollution is connected to climate change, social justice and Indigenous Knowledge.

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.

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  • Alberta
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    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Explore thoughts, ideas, feelings and experiences.
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
  • British Columbia
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    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
        • Texts are socially, culturally, and historically constructed.
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
      • Social Studies
        • Step 4Relevant matches
        • 1750 to 1919: The physical environment influences the nature of political, social, and economic change.
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10 - Canada and the World: 1914 to the Present: Worldviews lead to different perspectives and ideas about developments in Canadian society
        • Social Studies 10 -Canada and the World: 1914 to the Present : The development of political institutions is influenced by economic, social, ideological, and geographic factors.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11:The distribution of water has a major influence on weather and climate.
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
        • Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
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    • Grade 9
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      • English/Language Arts
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        • Explore thoughts, ideas, feelings, and experiences
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
  • New Brunswick
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    • Grade 9
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      • English/Language Arts
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        • Reading
      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 10
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      • Science
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
    • Grade 12
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      • Environmental Science
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
        • Introduction to Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
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    • Grade 9
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      • Science
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        • Science 2200: Ecosytems
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
        • Environmental Science 3205: Water Use & the Environment
  • Northwest Territories
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    • Grade 9
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      • English/Language Arts
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        • Comprehend and respond personally and critically to oral, print, and other media texts, through a process.
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
      • Social Studies
        • Step 4Relevant matches
        • 1750 to 1919: The physical environment influences the nature of political, social, and economic change.
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
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      • Science
        • Step 4Relevant matches
        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
    • Grade 12
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      • Science
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        • Experiential Science 30, Freshwater Systems:Freshwater Resource Management
  • Nova Scotia
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    • Grade 9
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      • Science
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        • Oceans 11: Fisheries
        • Oceans 11: Marine Biome
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Aquatic and Terrestrial Pollution
        • AP Environmental Science: Land and Water
        • AP Environmental Science: The Living World: Biodiversity
        • AP Environmental Science: The Living World: Ecosystems
  • Nunavut
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    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend and Respond
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 14: Investigating Matter and Energy in the Environment
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
        • Experiential Science 20, Marine Systems: Ocean Ecology
        • Experiential Science 20, Marine Systems:Governance and Resource Management
  • Ontario
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
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        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
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      • Environmental Science
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
  • Prince Edward Island
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      • Science
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        • Science 431A: Life Science, Sustainability of Ecosystems
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        • Canadian Studies 401A: Canada's Global Connections
    • Grade 12
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      • Environmental Science
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        • Environmental Science 621A: Ecological Principles
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
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    • Grade 9
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      • English/Language Arts
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        • Reads and listens to written, spoken and media texts
      • Social Studies
        • Step 4Relevant matches
        • The Contemporary World: Environment
  • Saskatchewan
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    • Grade 9
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Human Population and Pollution
      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world.
        • Texts are socially, culturally, and historically constructed.
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
      • Social Studies
        • Step 4Relevant matches
        • 1750 to 1919: The physical environment influences the nature of political, social, and economic change.
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10 - Canada and the World: 1914 to the Present: Worldviews lead to different perspectives and ideas about developments in Canadian society
        • Social Studies 10 -Canada and the World: 1914 to the Present : The development of political institutions is influenced by economic, social, ideological, and geographic factors.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11:The distribution of water has a major influence on weather and climate.
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
        • Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (4)

  • Appreciating the Natural World
  • Biodiversity
  • Endangered Species
  • Habitat Loss

Indigenous Knowledge (1)

  • TEK -- Traditional Ecological Knowledge

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The kit follows the overarching theme of interconnectedness, integrating decolonization practices with scientific, conservation, and Indigenous knowledge. Informed by recognized science and climate change education pedagogies, these lessons aim to guide our youth to become leaders of change. The ultimate objective being to educate, equip and empower students to become ocean champions and stewards for species at risk. The thought book component prompts students to journal on interconnectedness and consider its connection to each lesson’s focus.  Through reflection, students will consider their role in decolonization and climate action so that they are encouraged to be changemakers within their community.

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

Through the activities, students recognize the interconnectedness between their lives and the ocean and understand the important role diverse species play in the health of the environment. The health of the ocean, and the well-being of all life on earth, is at risk due to human activity. Unsustainable fishing practices, such as overfishing and by-catch, impact ocean health. Students reflect on the environmental cost of the overexploitation of ocean resources such as seafood. In one activity, they come up with three ways that individuals and/or corporations can prevent pollutants from entering waterways. They must address the advantages for the environment and society and the costs for those implementing these practices.

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 Earth’s ocean and its interconnected systems are vital to every living thing on Earth. Marine species play a pivotal role in maintaining the efficiency and balance of these systems, and their role in the ocean has a direct impact on its health. And yet the health of the ocean, and the well-being of all life on earth, is at risk due to human activity. Everyday thousands of animals fall victim to the anthropogenic threats imposed on the ocean, and species are pushed to the point of extinction. Indeed, as of 2022, as many as 45 thousand marine species are at risk of extinction due to climate change, plastic pollution, and overfishing! It is going to take a deep, transformational change in humanity’s consciousness and behaviors regarding the ocean to ensure species protection and to preserve healthy, sustainable life on this planet

Respects Complexity:

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

Acting on Learning Very Good

Each lesson ends with ways to take action. The suggested activities invite educators and students to create their own actions acknowledging that those provided may not be accessible or applicable to all. Ocean Wise recognizes that individual action should be coupled with systemic change, so they aim to empower students through active approaches and creative problem solving that address individual or smaller-scale behavior change, but also through actions that can positively influence large systemic issues.

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 Very Good

The thought book component prompts students to journal on interconnectedness and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and climate action so that they are encouraged to be changemakers within their community.

Values Education:

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

Empathy & Respect for Humans Very Good

The resource emphasizes that ocean pollution harms Indigenous communities, which may be directly or indirectly affected by these pollutants, posing a threat to their health and traditions. The resource follows the overarching theme of interconnectedness, integrating decolonization practices with scientific conservation and Indigenous knowledge. The thought book component prompts students to journal on interconnectedness and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and climate action so that they are encouraged to be changemakers within their community. Students discuss how ocean pollution disproportionately affects Indigenous peoples.

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 Very Good

The Take Action suggestions provide opportunities for students to connect with the natural world through practical and respectful experiences outdoors, such as reporting whale sighting and participating in a garbage clean up or shoreline clean up. Teachers and students can create their own actions acknowledging that those provided may not be accessible or applicable to all. 

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 Very Good

Students are encouraged to become change makers within their community. The resource provides activities such as participating in a garbage cleanup where they identify and record the different types of plastic gathered as a citizen science project using the iNaturalist app. Students focus on how they contribute to climate change and how they can change their practices to reduce their environmental impact and footprint. They are invited to take the ocean wise plastic pledge to reduce their consumption of single-use plastic

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 in Fishery Bycatch help students understand how unsustainable fishing practices, such as overfishing and bycatch, impact ocean health. They reflect on the environmental cost of the overexploitation of ocean resources such as seafood. They develop an understanding of how fisheries have changed over time and how TEK and practices can inform fisheries on how to use ocean resources sustainably and respectfully for the future of the ocean and its resources.

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 resource aims to empower students through active approaches and creative problem solving. Students are encouraged to share their opinions during discussions, reflections in their journal entries, and during Take Action projects.

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
  • Social Studies
  • Environmental Science
  • Indigenous Studies
  • English Language Arts

Please note that although this resource is developed with a focus on aligning to the BC curriculum, there exists a lot of overlap across provincial curricula and lesson activities possess room for interpretation so different curriculum objectives can be met, making this kit applicable throughout Canada.

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

Teachers are provided with critical/guiding questions at the beginning of each lesson. The Thoughtbook activities do provide reflection questions/problems to solve such as What are some of the ways marine animals can help mitigate climate change?

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

The resource includes a variety of instructional approaches. Students conduct research on ocean predators, propose a universal environmental law that will target the protection of Earth’s natural climate, create a scientific briefing for a coastal location and pollutant which they present to the class, participate in a community clean up and citizen science project, create a new product using kelp, etc.

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

Students participate in a waterway cleanup and record the different types of garbage on data cards.

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 Good

Students participate in small and large group activities. During one activity, they are tasked with creating a kelp product and building a business plan for that product. They present their business plan/dream product to the class.

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 Satisfactory

There are no explicit tools for assessment provided.  Teachers could use the reflective journal pieces for assessing student learning as well as presentations students completed in some of the activities.

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

Students participate in classroom discussions and presentations in some of the activities.

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 Good

Numerous videos and articles provide relevant information and case studies that students can use to explore the concepts.

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

Each lesson ends with ways to Take Action, but the resource also invites educators and students to create their own Take Action projects. 

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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