Module 15 |
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Taking Action for
the Coastal |
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Activities |
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1. Introduction
“The Coastal and Marine Environment in Jeopardy”
In this icebreaker participants consider a range of issues affecting
the Coastal and Marine Environment and some potential solutions to these
issues.
In preparing for the game the statements given in Resource 1, or variations
on these ideas, are copied onto paper or a board and covered by folding
the paper in half and writing a point score on the visible side.
Initially participants are divided into two groups, each of which are
given the name of a marine animal and an appropriate noise to indicate
their team. The Statements for the game are from three categories (“Catchment
Connections”, “Ocean Blues” and “Pollution Solutions”)
for which competitors must make a question of the answer to the statement
given. (For example, if the statement was “These large marine mammals
feed on plankton”, the required answer will be “What is a whale?”)
Within a given category, statements are listed with point values of 10,
20, 30, 40, and 50 points, with the increasing point value corresponding
to increasing difficulty.
After deciding which team shall have the first choice of categories and
point values the statement is read out and each team must attempt to be
the first to make their sound to be entitled to phrase the question. If
the team correctly asks the question they gain the points. If they respond
incorrectly the other team has a chance to answer correctly and gain the
points. If no response is correct the points are forfeited.
Answers are read and a brief couple of points are made by the “compere” about the relevance of these statements to the Coastal and Marine Environment.
“Final Jeopardy”.
After completing all statements, teams can then nominate and record the number of points they are willing to risk from their total (all, some, or none) before the Final Jeopardy is read.
Answers to the statement are written down in 15 seconds. At the end of the time period, the answers for each team are read before the actual answer is revealed and winners declared.
The winning team is the one with the highest point score.
Participants are then introduced to the aims and objectives of the workshop using OHT 1 and OHT 2.
Activity 2
Edu - Action Programs for Action Based Learning.
• Show OHT 1. The Nature and Purpose of Coast and Marine Studies.
• Have participants consider the strategies that could be used to address those statements that deal with empowering students to participate. Suggest what strategies could be considered appropriate within the confines of a classroom, that address these needs.
• Show OHT 2. The Role of Edu - Action Programs for Action Based Learning. Have participants discuss the meaning of the term edu -action and the types of learning that could occur across the curriculum through an action based learning project.
• Distribute Reading 1 which provides a discussion of Edu - Action strategies and some of the main points made in an article by Hungerford and Volk. This deals with evidence for long term behaviour change through environmental education programs that involve students taking some form of action for the environment.
• Show OHT 3, 4, and 5 which summarise the main points made in the article by Hungerford and Volk.
• Have participants develop a list of strategies currently used to teach students about caring for Coastal and Marine Environments using Resource 2 as a guide. Through discussion, identify which of these strategies leads to changing behaviours as a primary objective.
• Summary: Participants will conclude that a large part of the justification for teaching about coastal and marine issues in schools is to promote behaviours that are conducive to long term sustainable use and conservation of the Coastal and Marine Environment. These behaviour changes are best addressed through action based leaning in Edu-action programs.
Activity 3
Action Based Learning in the Curriculum.
• Show OHT 6 which has been used in the unit on SOSE dealing with Inquiry Based Learning Strategies. The Inquiry Process is briefly revisited. The final stage of inquiry learning is the Action component.
• Show OHT 7 which shows learning outcome statements from the National Profiles for SOSE that deal with caring for places. Have participants discuss other strategies used by schools to address these learning outcome statement and the range of projects that might be carried out by a school. Identify any projects that are specifically designed to address an issue affecting the Coastal and Marine Environment.
Activity 4
Opportunities for Action Based Learning in the Coastal and Marine Environment
Participants will consider a range of issues affecting the coastal and marine environment and the opportunities to address these issues through some type of action. A process for evaluating a range of action based projects to address an issue will be explained and used.
• Participants will first need to generate a list of the major issues affecting the Coastal and Marine Environment and should brainstorm as a whole group to explore examples of these issues in a local or regional context. A list of major issues identified by the State of the Marine Environment Report is given as Resource 8.
• Divide the group into small groups of 2 - 5 people and give each one a copy of Resource 3. Ask participants to identify 3 coastal and/or marine issues and a identify the problems the issue raises.
• Divide the group into smaller groups of 2 - 5 people . Have each group complete Resource 4, the Problems and Solutions page, listing as many solution to the problems as possible.
• Using the same groups as operated for the previous exercise provide each group with a copy of Resource 5. A Teachers Guide to Setting Up an Edu -action Project.1. Have each group choose one of the local issues affecting the Coastal and Marine Environment and further identify a range of action based strategies to deal with the chosen issue.
2. Identify a range of criteria that would determine a good project. Some criteria might include those given in Resource 5 such as Cost, Time taken to complete, Interest level, Benefits to Environment and Curriculum, Whole Class Participation, Community Involvement and Support, and Longevity.
3. Use the evaluation matrix provided as Resource 6 to assess the suitability of each strategy to address the issues involved. First list the criteria used along the top and the project options down the side.
4. Share the results with other groups through reporting back on the process involved.• Have group participants consider how these solutions could be adapted to the teaching of a variety of KLA’s such as English, Mathematics, SOSE, Science, Health and Physical Education, Technology, and Arts. Have each group present their findings to the rest of the group to demonstrate the integrated nature of Edu-Action action based learning programs.
• Resource 7 Edu-Action Project Goals is provided for use by the trainer or can be provided to teachers as a further Reading.