Teaching Sequence

Work through this resource material in the following sequence:

30 minutes	Part A. Identifying the issue
30 minutes	Part B: Ideas for change
60 minutes	Part C. Designing for change
60 minutes	Part D. Delivering change
30 minutes	Reflection

Part A. Identifying the issue

Step 1.

Introduce the lesson by informing students that they will be considering the power of youth voice to influence action on issues of global concern. In this instance, the focus will be ocean conservation, becoming an Ocean Guardian and convincing others to do the same. Explain that students will be working in groups to consider a set of existing campaigns and present a campaign from their personal perspective.

Step 2.

Draw students' attention to the screen, or invite students to use the Student Worksheet and open the featured clip. Explain to students that the clip is from Blue The Film and features a young campaigner, activist and Ocean Guardian, Madison Stewart. While watching the clip, encourage students to use the space provided on the Student Worksheet to note the messages they hear from Madison about young people being able to make a difference.

Who is Madison Stewart? (https://vimeo.com/1056608696/f87d86ca45)

Step 3.

After watching the video, facilitate a discussion on the key points made by Madison. Prompt students by asking for their thoughts on these key messages:

You have the power to make a difference no matter how old you are.
One person can make a difference.
You can ask questions about the decisions that are being made by others about your future.

Step 4.

Explain to students that shared stories are a powerful way to connect with people. Invite the class to engage in the ‘Think, Pair, Share’ Visible Thinking routine:

THINK
Think about a story from their past when they ‘spoke up’. It could be as simple as asking for something they really wanted, letting someone know they were lost, or speaking up when they saw someone or something being treated unfairly. If required, write these questions on the whiteboard and invite students to use them to guide their thinking:
Where were you?
What was happening?
Who was involved?
What were you feeling?
What did you do?
What was the result?

PAIR
Pair up with classmates to tell the story.

SHARE
Ask for volunteers to share their stories with the rest of the class.

Step 5.

Ask the class to comment on the values they think link to the stories. If students need clarification about what values are, use the school’s values to scaffold student discussion. Explain that the value of ‘courage’ can help a person take action and speak out against something. Ask if any stories shared by the class displayed courage, then ask for any other values that have driven the person to ‘speak up’. During the discussion, list the values suggested by students on the whiteboard.

Step 6.

Write the following quote on the whiteboard:

I'm not fully sure I'll save anything, but the principle is that we fight for it in the meantime.
Madison stewart

Ask students to consider the values that Madison might have, especially in relation to the work that she does campaigning against shark fishing. Write students' suggestions under the quote.

Step 7.

Introduce the concept of values-aligned actions. Ask students to identify an action for each value on the whiteboard. Suggest that an easy way to think about actions is as ‘values with legs’, and these can be written as ‘We will...’ statements. Begin by writing an action next to the value of ‘courage’: 'We will ….' (speak up about issues that matter to us). Work as a class to develop an associated ‘We will…’ statement for at least three of the values listed on the whiteboard.

Draw students’ attention to the diversity of actions suggested and highlight that the same values can lead to many different actions.

Step 8.

Ask the class to record the values and associated ‘We will…’ statements on their Student Worksheet. Remind students that their actions around issues is important, regardless of how old they are.

Part B. Ideas for change

Step 1.

Invite students to form campaign groups of about four people. Encourage students to work in groups that are diverse in background and bring a range of different strengths. Students will become Ocean Guardians - they will work on a youth voice campaign inspired by the Ocean Guardians, the campaigns highlighted by Blue The Film and the pledges featured on the film's website.

Step 2.

Explore prior knowledge by asking students what they know about campaigns:

What is a call to action?
What is a pledge?
What is a campaign?
What is the purpose of a campaign?
What campaigns have you seen or heard recently?
What makes a good campaign?

Link the concept of campaigns with the challenge ahead by asking for students' thoughts on:

Youth voice is powerful. Do you think this is true?
What messages can a young person deliver that an older person may not be able to?

Step 3.

Ask groups to work together to use the links on the Student Worksheet to investigate the campaigns highlighted in Blue The Film and framed as pledges on the film’s website. You may suggest that groups use the jigsaw method wherein each group member takes responsibility for investigating one pledge and reports back to their group. Students could use the following prompts to guide their investigation:

What is the issue being addressed in the pledge?
What values do you think align with the pledge?
What change does the campaign want to make?
What does the pledge ask people to do?
What makes you passionate about the actions in the pledge?
What makes you not so passionate about the pledge?
Does this pledge appeal to you personally? Your values? Why?

The link to a set of pledges, as well as the investigation guidance, are on the Student Worksheet. Reinforce to groups that the pledge they choose will serve as inspiration and a source of information to enable them to become Ocean Guardians and drive their own campaign for change in their own community.

Become an ocean guardian and join the global movement now.

The investigation of pledges could be done as homework.

Step 4.

Invite students to share what they have discovered about each issue and the associated campaigns for change with their group. Encourage groups to choose one of the pledges to drive their campaign. If necessary, students could cast a vote to help them decide.

Step 5.

Once groups have made a choice about the campaign they will work on, reconnect students with the power of ‘youth voice’. Discuss the things that make a vision into the future ‘youthful’ or ‘youth-focused’. This may include highlighting themes such as hope for a fair and just legacy, speed of change (something that is easier for young people) or embracing the unknown.

Ask groups to write a clear statement on their Student Worksheet identifying why this issue being addressed in their selected campaign is important to them as young people and how the issue will affect them into their future.

Part C. Designing change

Step 1.

Introduce the next part of the lesson by explaining that groups will work together to create change in their local community through their chosen campaign. Students should work together to identify the specific things that they need to do throughout their campaign, including how they will encourage others to take similar action. So that students are very clear about their campaign, ask them to work together to identify the following:

The issue being addressed in the campaign: e.g. Shark fishing and the practice of finning.
Why it is an issue,: e.g. Reduction in numbers of a ‘top species’, the negative effects compounding through the food chain and profoundly affecting ocean health.
The change that needs to happen: e.g. No shark fishing (or reduction in shark fishing), no importing of fins for human consumption.
The action to take (what the campaign will ask people to do): e.g. Lobby governments to take action around shark conservation.
How we will tell people about the campaign (so that they will act): e.g. ask the local newspaper to cover the campaign.

Students can take notes on the Student Worksheet - ensure that individual group members all have access to these notes.

Step 2.

Now that students have created a high-level outline of their intended campaign as Ocean Guardians ask students to access the project planning tool on the Student Worksheet. Allow groups enough time to read and fill out each of the sections.

If possible, conference with each group separately to fill in any gaps that may exist, troubleshoot any problems that have arisen and remind students of the resources that may be available to them for their campaign.

Are there any local groups in your community? If there are, invite them in for a consultation session during planning so that students can conference with seasoned campaigners.

Step 3.

Inform the class that communication is key when it comes to campaigning - the point is that others also feel driven to change their behaviour.

Watch the following TED-Talk by Simon Sinek. It is a few years old, but the first 11.03 minutes of the video is a great explanation of the ‘Golden Circle’ communication strategy and how it can be used to influence people to take action. (The clip is on the Student Worksheet so that students can watch the whole video at a later stage.)

How great leaders inspire action | Simon Sinek (https://www.youtube.com/watch?v=qp0HIF3SfI4)

After watching the clip, encourage groups to frame the content to communicate their own campaign using the guide below (also on the Student Worksheet):

WHY
Engage the audience with your personal stories of why this issue matters to you. This may include a challenge or turning point. Highlight passions and values that the audience will recognise.

HOW
How it affects us (all), and how can we can do things differently. This is a good place for images, a few key facts and a description of how this idea will have an impact.

WHAT
What is the change you want to see? (The ASK - or the call to action - what do you want people to do?)

The Australian Conservation Narrative Handbook provides comprehensive and detailed information on persuasive writing for the purpose of campaigning to make change.

Step 4.

Encourage groups to consider who they will be presenting their campaign to and consider the message that would be effective for that audience. Initially, they may share with other classes, parents/carers and other members of the school community. After this, groups could present to the wider community, such as local councils or local politicians.

During the campaign development time, check in with each group at least twice. Ask them to give you a progress report about the following:

What they have done so far
What they still need to do
When does it need to be done by?
Who is doing it?
What ‘road blocks’ are still in the way?
What can they do to overcome them?

Step 5.

Agree on a time limit for campaign presentations with groups. Inform students that studies show that 3 minutes is ideal, even with the addition of visual media. This is sufficient time for groups to deliver a strong message about their campaign. Discuss the format that presentations should take - suggest dynamic presentation modes, such as a Prezi or PowToon or even a short film.

Encourage groups to allocate roles and responsibilities to their team. Roles may include writing, editing, market testing content and style, researching and choosing facts and data to enhance the ‘why’, and finding and selecting visuals.

Encourage students to share the speaking roles. Explain the positive response this will create in an audience: they will respect the cohesiveness of the group and the individual responsibility taken by all members to speak up on an issue that matters to them. Allow time for groups to create and rehearse a presentation about their campaign.

Step 6.

Request suggestions from students about people or community groups that they would like to present their campaigns to. Students may need to conduct some online research to identify these people, and then add them to a list of ‘invitees’. These should be people who will become Ocean Guardians by taking action, as suggested in each campaign. It could also be people who become Ocean Guardians by spreading the message about each campaign to further its impact, or decision-makers in the local community (such as local journalists, local councillors, and local MPs).

Once the list of invitees has been compiled, make a decision about who will reach out to the invitees, and how they should do so. This could mean that the responsibility for inviting people is distributed amongst groups or individual volunteers.

As a class, decide when the presentation of campaigns will occur, where it will be held, and the other information to share with invitees.

Students could invite people to attend a presentation event over the phone, via their school email, or in person.

Step 7.

Organise a final rehearsal time and make this as close to the real thing as possible. This could be done by inviting one or two people (such as the school’s staff leadership group) to give feedback.

Ask for student volunteers to act as hosts, welcoming guests, introducing groups, and thanking groups and guests at the conclusion of the presentations - they can rehearse doing so at this stage.

Time the rehearsals and provide feedback on where groups can tighten up or expand on their ideas and their presentation skills, such as voice projection, expressiveness and eye contact.

Make plans with groups for any requirements for campaign ‘asks’ that should be there on the day. For example: a signature station, pledge forms, green shopping bags for purchase or registration forms for Clean Up Day.

Part D. Delivering change

Consider hosting a screening of Blue The Film before students' presentations to increase audience buy-in to campaigns. Find information about how to organise an official screening here.

Step 1.

This section of the lesson provides an opportunity for students to share their campaigns with people from the local community and, in doing so, compel them to take the action suggested by students. It is also an excellent opportunity for students to present their learning in an authentic way. Support groups to set up the space, allowing for time to get accustomed to any video or audio equipment. Allow time for a quick run-through. This will help with logistics regarding the order of presentations, find and address any unforeseen hiccups, promote student confidence, and foster a willingness to improve in students.

Step 2.

Once guests have arrived, encourage the student hosts to commence proceedings. Run through the presentations.

Step 3.

Once all groups have delivered their presentations, encourage the hosts to thank the audience. You may like to speak too, thanking the students and noticing the things that make you proud and reinforcing the important messages about actions for ocean conservation. Encourage the audience to consider any next steps.

Encourage the room to network, giving the students and audience the chance to connect and share on a personal level.

Reflection

Ask students to create an extended reflection piece on the process and learning throughout the social action lesson using these questions:

How did the audience respond to your campaign?
What were the results or feedback on your ‘ask’?
What did you do well?
What did your group do well?
What would you do differently?
If you were to continue in your role as an Ocean Guardian, what would be your next steps for this campaign?

Students should answer these questions on the Student Worksheet. Alternatively, they could create an Adobe Spark page detailing their experiences and growth, or any other preferred format they choose.

OR

Invite students to respond to the question:

What advantages does a young person have in campaigning that an older person may not have?

Ask students to create a persuasive text for youth audiences on the benefits of having a say on issues that matter to them. They should aim to use images, quotes and any other tools or strategies to engage their audience of young people.

Assessment

Assess students' work and if they have addressed the success criteria.

Success criteria

Students identify the features of good campaigns.
Students feel empowered to have a voice.
Students create a compelling campaign for social action.
Students identify the 'ask' and evaluate the responses.

Teacher Reflection

Take this opportunity to reflect on your own teaching

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

Become an Ocean Guardian and join the global movement now!

Go to Marine Action Hub to become an ocean guardian and take action for our ocean. Actions include:

Take a picture of your actions and post it with the hashtag #oceanguardian

Visit the website to find out more: https://bluethefilm.org/take-action/

Blue - Ocean Guardian Campaigns

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Lesson guides and printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

In this lesson