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This resource provides educators with a tool to help students become more informed on marine debris and encourage environmental stewardship. The lesson plans aim to create advocates for marine environments with the students it reaches. The lesson plans can be completed independently or in sequence in an early years classroom.
The focus of this resource is on the development of awareness and the empowerment of the students to make a difference rather than skill acquisition.
An Educator's Guide to Marine Debris is a great resource to empower students to take action in reducing the consumption of single use plastics by developing awareness. It is a great stand alone resource for the Science classroom.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
In the first activity the students participate in a role playing exercise in which they consider different perspectives and work towards reducing the amount of litter in marine environments.
|Consideration of Alternative Perspectives: |
|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.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The students sign a pledge to reduce the amount of plastic they consume. In addition, they will also complete a clean up activity of an outdoor area.
|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
This does occur within the role playing exercise.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a focus of this resource.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The students will feel empowered to make a difference with the activities that are provided in the lesson plan. The development of the sense of the past will have to be incorporated by the teacher.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
All three of the activities within the resource allow for the students to explore the issue and develop their understanding of marine litter and how to effectively engage in solving the problem.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no strategies included for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students design a machine that collects debris in the ocean without impacting wildlife.
Students go outside to collect trash from the surrounding area and record what they find using the NAMEPA Trash Data form
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no assessment tools included within the 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.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
This is not a focus of this resource.
|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|
There are some suggestions as to how the students can dig deeper into the issue; however, there is not a lot of choice in terms of program content.
|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.|