Teaching Sequence

Work through this resource material in the following sequence:

20 minutes	Part A: Introducing the Driving Question
35 minutes	Part B: Hold An Entry Event
10 minutes	Reflection

Part A: Introducing the Driving Question

Preparation:

Create a gallery of images, quotes and text for students to explore. These materials can be found here and here. Group your exhibits by theme (e.g. food or waste) and give each exhibit a number.

Step 1.

Begin this lesson by posing the following statement to students and asking them to complete a THINK PAIR SHARE routine around this question (also available on the Student Worksheet):

How are we connected to the ocean?

Think Pair Share
THINK PAIR SHARE is a collaborative learning strategy in which students work together to solve a problem or answer a question.
THINK - Students independently think about an issue or question or question and record their thoughts.
PAIR - Students work in pairs to discuss their ideas and record new thoughts.
SHARE - Students share their thoughts with the whole group or with other pairs to reach consensus.

During the final ‘share’ phase, record student ideas on the board and if possible, work with students to try and group these ideas into themes.

What are some of the ways you can group ideas? For example, being connected to the ocean through the ways we feel about it, the things we take from it or the ways we use it.

Step 2.

Explain to students that in this lesson they will be investing our connection to the ocean by exploring answers to the driving question:

How are we connected to the ocean?

Write this question on the board and/or invite students to write it in their workbooks where it can be referred to throughout this lesson.

Note: If you are planning on completing further lessons in this unit you can also explain to students that this question will continue to drive inquiry in these lessons as well.

Part B: Hold An Entry Event

Step 1.

Students will now participate in an entry event. This means they will be viewing and reading a range of texts and images that relate to our connection to the ocean. The aim of this is to tune into a range of topics that relate to the driving question.

Step 2.

The first thing students will be doing is watching a clip from Take 3 For The Sea. Explain to students that Take 3 For The Sea is an organisation that aims to raise awareness about plastic pollution in our oceans with the simple message of “Take 3 pieces of rubbish with you when you leave the beach, waterway or… anywhere, and you have made a difference.”

In this clip they explore our connections to the ocean to help us understand why caring for the ocean is so important. Distribute copies of the Clip Reflections to each student (sheet can be cut in half - one half for each student), or invite them to create something similar in their workbooks. As they watch the clip invite students to record anything they find interesting or important using the prompts on this sheet:

Take 3 - Connection (https://vimeo.com/451386255)

Step 2.

Distribute copies of the Gallery Reflections to students (or invite them to create something similar in their workbooks) and lead them to the gallery you have created. Explain that they are to walk around the gallery silently and to record their reflections using the prompts on the Gallery Reflections sheet.

Lead students to the gallery and invite them to visit each exhibit and record their responses.

Step 3.

After students have had time to silently explore all the exhibits in your gallery, you can then invite students to share some of their thoughts and ideas about the topics presented in the gallery. Engage students in a class discussion around their ideas using the following questions to guide you:

What information presented in this gallery was new to you or made you think in new ways?
What information was already familiar to you?
How does this information help you understand our connections to the ocean?

Step 4.

Students can now spend some time thinking about what they would like to add to this gallery: What do you think is missing from this gallery? Students could work in groups to source materials and information, and design an exhibit that can be incorporated into the gallery. Each group can create a plan for their exhibit and present this to the class, explaining why they think this exhibit would improve the gallery and help to address the question: How are we connected to the ocean?

Reflection

Step 1.

Work with students to conduct a Google Image search of the term ‘ocean quotes’. You will see that there are a lot of beautiful ocean themed images overlaid with inspirational text.

In this activity, invite students to prepare an inspirational statement in response to the following question: How are we connected to the ocean? Students should reflect on all the information presented in this lesson. They can then select an image from the Cool Australia Digital Library and overlay their statement on this image. Students can share their images with the class.

Take Action for the Global Goals

If you'd like to explore further the United Nations Global Goals, consider watching this video with your students:

What are the Global Goals all about?

The World's Largest Lesson (Source: https://www.youtube.com/watch?v=cBxN9E5f7pc)

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Take 3 - How Are We Connected To The Ocean?

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Summary

Lesson guides and printables

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