Teaching sequence

Work through this resource material in the following sequence:

20 minutes	Part A. Tuning in to ocean change and plastics
30 minutes	Part B. Communicating with persuasive appeals
10 minutes	Reflection

Part A. Tuning in to ocean change and plastics

Step 1.

Introduce the lesson by explaining to students they are about to watch a clip that features information about turtle migration and the reef. Point out to them that this clip communicates meaning by appealing to our senses and emotions. Foreshadow with the class that after viewing the clip, they they will be asked to think about what they saw, what this makes them think and what they are wondering about.

Life on the reef - Raine Island time-lapse (https://vimeo.com/119815955)

After watching the video, briefly discuss the effect of the images, narration, music and time-lapse editing on the audience. Prompt student discussion by asking what impact the music had in creating a sense of purpose and beauty, or what impact the time-lapse video had in establishing the scale of the environmental activity.

Step 2. Display the Turtles and Plastics Stimulus Images and point out that each of the images show the impact of ocean plastics on turtle populations. Ask students to look carefully at the images and select one that draws their attention. Invite the class to individually complete the 'See-Think-Wonder' visible thinking routine in the space provided on the Student Worksheet. Explain to the class that a 'See-Think-Wonder' visible thinking routine encourages them to note their observations and interpretations about what they see and can help them establish goals for further learning.

Hot tip: If your class is not familiar with visible thinking routines, you could model an example for them by selecting an image and working through a 'See-Think-Wonder' routine together.

Step 3. After students have completed the routine, encourage volunteers to share their thoughts 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 something in the image that made you think that way?
What emotions or feelings did the image, audio or narration seem to appeal to?
Did anybody think something different about this image?
What might that be able to tell you about the ocean?

After this discussion, explain to students that all communication is made with some kind of purpose and that whether it is to inform, entertain, persuade, provoke curiosity and so on, specific choices in language and communication are made to appeal to audiences in different ways. In persuasive texts (such as speeches, videos), these appeals are often to human emotions or wants and needs.

Part B. Communicating with persuasive appeals

Step 1.

Facilitate a brief brainstorm with the class, asking them what they know about sea turtles. Ask prompting questions about their lifespan, rituals, features and so on.

Step 2.

Explain to the class that the next clip features the work of Christine Hof and the WWF Turtle Project. While watching the clip, students should listen carefully to the language used, the audio included and note the visual imagery to consider how meaning is produced and the audience’s emotions are appealed to throughout.

Importance of marine turtles (https://vimeo.com/217959713)

Note: Further information about this content can be found on the Ghost Nets Factsheet.

Step 3.

Refer students to the table on the Student Worksheet. Students should identify the elements of the video that engage the audience by appealing to their emotions, thoughts and feelings, then provide an example and comment on or evaluate the effect. There is an example in the first row for students to refer to.

Hot tip: Students could work in pairs to complete their table.

Step 4.

After students have completed the table, facilitate a discussion about the kinds of appeals and techniques students identified in the clip, as well as examples of persuasive communication about the issue of plastics and marine turtles.

Students might refer to to the way that the people are working with the turtles, or the pace of the music, or moments when just the the sound of the ocean is heard before the turtle crawls back into the water.

Reflection

Invite students to complete the reflection activity routine 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

Extension/Homework

Extend this lesson by encouraging students to read the Ghost Nets Factsheet, and incorporate the information when completing the visible thinking routines in the lesson.

Assessment

What can the students do, say, make or write?

Students can write a short paragraph that explains elements of marine turtles and their life cycles and the current issues affecting them. Students can also include an explanation, using examples from the lesson, of how video footage, language and information can be used to make audiences think and feel certain things about marine turtles.

Take It Further

Invite students to apply their learning in a real-world context by participating in the Social Action lesson.

Teacher Reflection

Become an ocean guardian and join the global movement now!

Go to the Blue website to become an ocean guardian and take action for our ocean. Actions include:

Take a picture of your actions and post it with the hashtag #oceanguardian

Visit the website to find out more: https://bluethefilm.org/take-action/

Blue - Tuning In With Turtles

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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

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