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Your Help Needed to Keep the Oceans Alive!

28 Oct

64ª A.V. EcoFaxina - Manguezal

This is a great social project for students in connecting the global with local. Students are asked to help solve a larger world problem (the oceans are dying) with a close-to-home solution. It’s a great opportunity for students to problem solve, think critically, collaborate, communicate, manage information and be creative in their learning.

 

Materials

11 x 17 Paper copy of Placemat 1 (or 2) with either three or four spaces and a middle section.

Quivervision’s Enjoy Summer and Sea coloring pack – one pack per group

Oral Presentation Rubric from ReadWriteThink – one copy for each student

 

Curriculum

Alberta Language Arts Grades 2-7

Students will listen, speak, read, write, view and represent to:

  • explore thoughts, ideas, feelings and experiences
  • comprehend and respond personally and critically to oral, print and other media texts
  • manage ideas and information
  • enhance the clarity and artistry of communication
  • respect, support and collaborate with others.

 

Alberta Social Studies

Grade 2 Canada’s Dynamic Communities

Grade 3 Global Citizenship

 

Alberta Science

Grade 3 Animal Life Cycles

Grade 4 Waste & Our World

Grade 5 Weather Watch

Grade 7 Interactions and Ecosystems

 

Common Core

Reading: Literature

CCSS.ELA-LITERACY.RL.2.1, 3.1, 4.1, 5.1, 5.2, 6.1, 7.1

CCSS.ELA-LITERACY.RL.6.2, 7.2

Reading: Informational Text

CCSS.ELA-LITERACY.RI.2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 7.1, 7.2, 7.3

Speaking & Listening

CCSS.ELA-LITERACY.SL.2.1, 2.2., 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6….7.6

Writing

CCSS.ELA-LITERACY.W.2.1, 2.2, 2.5, 3.1, 3.2, 3.5, 3.7….7.7

 

Day 1

Guiding Questions

The headline in the local paper and online news blog seems impossible. The oceans of the world are dying. Oceanographers and coastal residents are commenting that we must act right now to stop this. Even though your community does not reside near an ocean or sea, you know that you must help. (10 mins.)

 

How is your community contributing to this problem?

 

How can your community change to support ocean life?

 

What local action do you think would be best?

 

Note: The teacher can create a “fake news article” using http://newspaper.jaguarpaw.co.uk/ to share this information or post on a Google doc or handout.

 

Instructional Strategy

  • Have students do some online research in pairs. (Teacher can have a list of sites for students to go to or open-ended search. A collaborative Google document with some specific questions can guide the students searches.) (20 mins.)
  • Divide students into groups of 3-4. Give each group one Placemat where each will record their individual responses and ideas. (5 mins.) Then as a group they will decide what are the main ideas and write those in the middle of the Placemat. (10 mins.) Project on a large screen some questions like – which ocean is closest to our community? What is an ocean? What might you find there? List some problems facing oceans, etc.
  • Each group shares their main ideas and all group posters can be put on a classroom wall. (20 mins.)

Day 2

  • Do some more research. Students will find out what are the problems facing oceans today, how are people contributing to the problem and how are they acting to change this? This could be continued online research and connecting with experts via GHangout/Skype or even email. Make some notes on a collaborative document like a Google Document, on Padlet, or TitanPad. (30 – 45 mins.)

Day 3

  • As a group, students look at their research and decide on an action, that can be taken in their community to help save the oceans. (30 mins.) They can post this to the collaborative document or on a poster, all students will then do a “Gallery Walk” off each group’s work offering any feedback. (30 mins.)

Day 4

  • Students then color the Enjoy Summer and Sea pages in the coloring pack as some of their visuals for the project. They will use an iPad/iPod with the Quiver iOS app to view their augmented pages. (30 mins.)
  • The group will create a poem, commercial, short story or song using their research and augmented Summer and Sea pages. Each member requires a part to orally share during the presentation. (30 – 45 mins.)

Day 5

  • Teacher videos students reading the poem or short story, singing the song or creating the commercial while also showing the augmented pages.  (30 – 45 mins.)

 

Assessment

Oral Presentation Rubric from ReadWriteThink – one copy for each student.

 

Key Vocabulary

Overarching vocabulary found at https://goo.gl/giDrfP. Depending on the grade level, teachers would adjust the amount of keywords students would be exposed to.

 

Enrichment

Watch the archived virtual field trip sponsored by Discovery Education – Of the People: Protecting Our Ocean. Participants are taken inside the State Department in Washington, D.C. to learn how international cooperation among nations, as well as everyday actions by students that can save our oceans.

 

Go to http://www.estuarylive.org/ where there are over 150 videos for teachers to make available for students who are studying tides, oceans, etc with also additional lesson plans.

 

Set up a live Google Hangout with scientists through http://www.exploringbytheseat.com/. Their primary goal is to connect classrooms with guest speakers and virtual field trip experiences on science, adventure and conservation from around the world.

 

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