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The resource supports educators in bringing ocean literacy into their classrooms and empowering students to take action while deepening their connection to the ocean. Informed by the latest science and research from Ocean Wise’s conservation initiatives (Seaforestation, Ocean Pollution, Whales, Seafood and Fisheries, Indigenous Knowledge) along with active and constructivist pedagogies, the resource addresses the interdisciplinary issues around climate change. Teachers can use the resource to meet science outcomes associated with ecosystems and in social studies, the link between human activity and ocean pollution. The activities promote how ocean pollution is connected to climate change, social justice and Indigenous Knowledge.
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|
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: |
|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. 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.
|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
|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 sightings 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.
|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.
|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.|
|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.
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
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 the most significant ways humans impact ocean health?
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource includes a variety of instructional approaches. Students create several posters on protecting marine species and banning pollutants, calculate their carbon footprint, research a pollutant, investigate carbon dioxide and temperature changes via a website, participate in a garbage clean up, create a business plan for a new kelp product, etc.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students participate in a waterway cleanup and record the different types of garbage on data cards.
|Experiential Learning: |
Authentic learning experiences are provided
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.
|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 complete 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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Numerous videos and articles provide relevant information, some in the form of 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|
|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.|