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- A project of
This resource focuses on how the oceans are polluted. Through selected readings and discussion, students identify types of pollution, determine the effects these pollutants have on the ocean and brainstorm alternative approaches that will reduce or eliminate the damage. Afterwards students work with partners in a cooperative learning activity to create a draft "Ocean Protection Policy".
The resource teaches the students to:
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||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource does address the both the positive and negative aspects of what is occurring in the oceans. The fact sheet provides a lot of information regarding the different dimensions for the students to consider.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The fact sheet that accompanies the resource does a good of providing information necessary for a discussion of the interconnectedness of the oceans.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The final activity in the lesson is for the students to draft an ocean protection policy which allows them to apply the knowledge that has been gained in the lesson.
|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
The students do have one key opportunity to express their values with the creation of the draft ocean protection policy that they create.
|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 the focus of this lesson.
|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|
The resource does not provide an opportunity for experiences outside of the classroom. It does, however, teach an appreciaton of the oceans and our need to protect them.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Although the fact sheet gives an abundance of important information, it is very bleak in its outlook.
|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|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource does not intentionally blur the lines between subjects. However it does offer an opportunity to blend a few subjects into one topic.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The students are able to choose their own direction with the activity of filling in the table and they are given a wide berth for choosing solutions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no suggestions for the accomodations for students who may struggle with the material.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
There is a list of suggestions for student assessment but there are no tools or rubrics included.
|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.
Although it is not technically a case study, the information presented in the fact sheet gives information on the current status of the world's oceans.
|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|
The students are given limited choice with respect to the pollutants they wish to focus on.
|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.|