Module 15
Taking Action for the Coastal
and Marine Environment
Introduction
This module presents a sequence of activities designed to consider the role of action based programs in coastal and marine studies and to consider a range of strategies for conducting an action based project within the school framework. It seeks to address the following topics:
• the place for action based programs in the school curriculum
• the opportunities for action programs to address coastal and marine issues
• the implementation of a edu - action project within a school
Objectives
The objectives for this workshop are
• to explain the objectives of action based education projects
• to provide a curriculum framework for the implementation of action based learning
• to identify a range of coastal and marine issues
• to identify opportunities for student action based programs to address issues in the coastal and marine environment
• to consider opportunities and strategies for students to participate in a community based action project
Workshop Outline
There are five activities in this workshop:
Activity 1. Introduction
This activity is called “Marine and Coastal Environments in Jeopardy”
and is based on a popular TV show. The object of the game is to identify
a range of issues affecting the coast and some potential solutions to
these problems. Participants are then introduced to the workshop themes
and objectives.
Activity 2. Action Based Learning.
In this activity participants are invited to consider the benefits
of action based learning for both the school curricula and the coastal
and marine environment. Evidence for the long term benefits of action
based learning for coastal and marine environments is also presented.
Activity 3. Action Based Learning
in the Curriculum.
The inquiry approach to learning is revisited and consideration is
given to the place for action based learning for the coastal and marine
environment in the curriculum for Studies of Society and 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 engage in an activity using an example of a coastal or marine issue to consider how students could develop an action strategy to address the issue. Consideration will also be given to students becoming involved in seeking support for action based learning projects.
Materials Required
A. Provided
Overhead Transparencies |
|
| OHT 1 | Purpose of “Nature and Coast and Marine Studies” |
| OHT 2 | Definitions for Edu - Action. Programs for action based learning |
| OHT 3 | Models of development for environmentally responsible citizenship. |
| OHT 4 | Behaviour Flow Chart: Major and Minor Variables Involved
in Environmental Citizenship Behaviour |
| OHT 5 | Summary of main points raised by Hungerford and Volk. |
| OHT 6 | A Five Step Process for Exploring Issues |
| OHT 7 | SOSE Outcome Statements |
Resources |
|
| Resource 1 | Marine and Coastal Environments in Jeopardy |
| Resource 2 | Strategies for teaching Coasts and Marine studies. |
| Resource 3 | Issues and Action Strategy Cards. |
| Resource 4 | Problems and Solutions Page |
| Resource 5 | Teacher Guide to Setting Up an Edu - Action Project |
| Resource 6 | Sample Decision Making Matrix |
| Resource 7 | Edu-action Project Goals |
| Resource 8 | Threats to coastal and marine environments |
Readings |
|
| Reading 1 | The Role of Edu-action programs in Changing Learner Behaviours |
| Reading 2 | Changing Learner Behaviour Through Environmental Education |
| Reading 3 | Finding The Funds -A Students’ Guide To Writing A Grant Application |
Further Reading
Chesapeake Choices and Challenges (1995) Chesapeake Bay Foundation.
Hungerford, H.R. and Volk, T.L. (1991) Changing learner behaviour through
environmental education, Journal of Environmental Education, 22, p 8 -
17.