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