ocean conservation laura brown janessa sanders jackson peng kristina tubera

Ocean Conservation

Laura Brown

Janessa Sanders

Jackson Peng

Kristina Tubera

• We want them to understand their place in the global community and how the person/student affects the environment

• Knowledge is based on the construction of ideas through social interactions– Group work

• We want the teacher to be embedded in the classroom activites

• The teacher is meant to act as a guide– Vygotsky’s Zone of Proximal Development-We

believe that students learn best when they are interacting and aided by the teacher and their fellow students

• Teachers will be asking questions to groups and specific individuals in order to bring about knowledge construction– Everyone is learning off of each other

Role of the teacher

Goals

• The class will be divided into groups allowing for them to build and construct knowledge off of each other– In their groups, students will be learning and

understanding the systems of the ocean and the meaning of conservation

– Their lessons will take an interdisciplinary approach in their study of scientific topics

– They will learn through collaboration and social interactions with the teacher acting as their guide

Evidence of Learning

• Students will be assessed through journal entries that are tied to each lesson plan – Teachers will collect journals and assess

students achievements through their entries and presentations

– Not only are they going to be able to assess the information they’re learning but they can see how each student is participating in the group

Tools

• Materials: Computers, Microscopes, Projector, TVs, Video Players, Books, Art Supplies

• Intellectual: Student Presentations, Teacher Lessons, Group Sharing

• INTERACTION is crucial

Assumptions

• students will work well together and are responsible enough to share and respect what each student brings to the table

• The classroom has materials that are needed to complete the activities that have been outlined for them

Day 1 Curriculum

• 8:30-9:00 – Journal Writing (Intro to the day)• 9:00-10:00 – Tidepools and Ocean water Study• 10:00-11:00 – Foodchains Diagram• 11:00-12:00 – Learning about Jacques Cousteau and

Ocean Exploration• 12:00-1:00 – Lunch• 1:00-2:00 – Coral Reefs • 2:00-3:00 – Public Announcement Posters on Bird

Habitats• 3:00-3:30 – Journals, Reflection, and Discussion

Day 2 Curriculum

• Field trip to Monterey Bay Aquarium entire day

• First half of the Day: Carbonated Seas Activity (offered through MBA)

• Lunch• Second half of the Day: Tour provided by

the docents• Journal entry and reflection

Day 3 Curriculum

• 8:30-9:00 – Journal Entry about Conservation• 9:00-10:00 – Oil Spills Activity • 10:00-11:00 - Endangered Animals Art Project• 11:00-12:00 – Sustainable Seafood Lesson• 12:00-1:00 – Lunch • 1:00-3:00 – Mini Research Project of the student’s

choosing and Presentations• 3:00-3:30 – Journal Entry and Final Thoughts

Limitations

• If students don’t cooperate with each other and/or are unwilling to participate

• Availability of resources

• Took power away from the teacher in order to allow the students to feel empowered

• Had to cut topics to fit into time frame