Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: See-think-wonder

20 minutes

Find Out: What is the role of the ocean?

20 minutes

Take Action: How is the ocean changing?

5 minutes

Reflection

Learning intentions

Students will:

understand some of the ways that scientists can help our environment
recognise some of the roles that scientists perform, and some of the skills and knowledge they require.

Success criteria

Students can:

explain how some images make them think and feel certain things and can identify elements of the images that evoke these thoughts and feelings
explain elements of the role the ocean plays in the world
communicate their thoughts or feelings about oceans or ocean change.

Tune In: See-Think-Wonder

Step 1

Explain to students that they are about to look closely at a number of images. Point out that these images communicate meaning and that a 'See-Think-Wonder' visible thinking routine is a visible thinking strategy that can help us to make careful and thoughtful observations and interpretations. It can also can help to establish goals for further learning.

One at a time, display the images on the Visual Explainer and ask students to select one that draws their attention. Invite them to complete the 'See-Think-Wonder' visible thinking routine on the Student Worksheet.

If required, distribute the Ocean Images Handout from the presentation.

Hot tip: Depending on the nuances of your class and how familiar they are with this visible thinking routine, you could scaffold this activity by selecting an image then model working through the 'See-Think-Wonder' visible thinking routine.

Step 2

Encourage a few students to volunteer to share what they wrote in the ‘Think’ column and what they ‘Wonder’ about a few different images. Where possible, facilitate discussion based on student responses. The following questions might help prompt this discussion:

What was in the image that made you think that way?
Did anybody think something different about this image?
What might that be able to tell you about the ocean?

Remind students that they have been looking at how still images communicate meaning and explain that these images all link to important aspects of the ocean and issues affecting its health.

Find Out: What is the role of the ocean?

Step 1

Introduce the next phase of the lesson by explaining to students that the ocean plays an important part in the global ecosystem. In fact, the ocean is sometimes referred to as ‘the lungs of the planet’. Explain that this is an analogy for the role the ocean plays, and ask students to explain the analogy by thinking about what role lungs play for humans. If further reading is required, refer to the Our Oceans Factsheet.

Watch the following clip with the class (also linked on the Visual Explainer and on the Student Worksheet). Ask students to think about the significance of the ocean while they are watching. Write/project the following question on the board to prompt students’ thinking: What role does the ocean play, and what will happen if the ocean becomes unhealthy or changes dramatically?

What is the role of the ocean? (https://vimeo.com/1056609624/add45a78eb)

After watching the clip, explain to the class that the 'Think-Pair-Share' visible thinking routine encourages them to think about something and articulate their thoughts, promoting understanding through active reasoning and explanation. Also point out that because they are listening to and sharing ideas with each other, it will encourage them to understand multiple perspectives.

Step 2

Invite students to complete the ‘Think’ section individually and after a few minutes, ask them to ‘Pair’ with the person next to them and discuss their responses together. After a few more minutes, bring the class back together and facilitate a discussion where students ‘Share’ thoughts from their pair work. For example, students might refer to the lung analogy, or the way the ocean absorbs carbon dioxide and produces oxygen.

Note: To extend this activity, students could refer to the Our Oceans Factsheet or the Ocean Change Factsheet and use some of this information to extend their thinking.

Take Action: How is the ocean changing?

Step 1

Explain to the class that while the ocean plays an important role in the world and for human well-being, there are changes taking places in the ocean that are concerning many people in the scientific, environmental and broader community. Watch the following clip with the class (also on the Student Worksheet) and encourage students to think carefully about the commentary and images in the clip.

How the ocean is changing (https://vimeo.com/1056608895/2b4f630e33)

After watching the clip, ask students to identify some of the changes that were mentioned and the images they saw. Students might refer to the change of the coral reef to algae and the footage of bleached coral, or they might also refer to the ice-shelves falling and floating in the ocean. The Ocean Change Factsheet could be used to help students read and understand this concept a little further.

Explain to the class that by looking at the images as well as the words that are used to communicate meaning, audiences can deeply engage with content and issues. Point out that visual communication can be more powerful than words alone. When they are combined, it can be very effective in conveying a message.

Step 2

Invite students to complete the 'Colour-Symbol-Image' visible thinking routine on the Student Worksheet to convey their understanding of an aspect of ocean change referred to in the clip. Explain to the class that this visible thinking routine involves selecting a colour, a symbol and an image that most effectively summarises their personal understanding or interpretation of a concept; in this case, ocean change.

After students have completed the 'Colour-Symbol-Image' visible thinking routine, ask them to leave it on their desk. Inform the class that they will now do a brief gallery walk to observe how the concept has been represented visually by their peers. They do not need their names on this and you can display them on classroom walls if suitable.

Invite students to quietly (as if in a gallery) and safely walk around the room and observe the different representations. After a couple of minutes, bring the class back together and invite students to discuss the similarities and differences they saw as they moved around. You could have students do this in pairs or groups of three or you could facilitate a whole class discussion. The following questions could help prompt discussion:

What did you notice about the symbols some of you represented ocean change with? Were they very similar? Why do you think that is?
What colours did you see used? Why do you think you saw these colours?
Where there any images that stood out? Why did they stand out for you?

Reflection

Invite students to complete the reflection activity on the Student Worksheet. This is a short 3-2-1 activity that encapsulates their thinking and learning at the end of the lesson. This can be about the topic or the skills and thinking routines. Students are asked to reflect on what they have learnt and participated in this lesson and identify:

3 things they have learnt
2 things that were interesting
1 question they now have

Learning extension: Depending on the routines and nuances of your class, you could extend this lesson to have students engage with the Our Oceans Factsheet or the Ocean Change Factsheet and use some of this information to complete the thinking strategies utilised in the lesson.

Blue - Connecting to the Ocean

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Summary

Learning intentions:

Students will:

Success criteria:

Students can:

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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