Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Looking back

20 minutes

Find Out: Listening to the voices of ocean guardians

25 minutes

Take Action: Creating an ocean guardian performance

5 minutes

Reflection

Learning intentions

Students will:

learn how to make a performance to convey a message to others
recognise some of the ways we can all help our ocean
Know what an ocean guardian is.

Success criteria

Students can:

make a sound to express an idea
use movement to communicate a message
share their performance with an audience.

Consider making the learning intentions and success criteria visible to students throughout this lesson.

Preparation

Print out the Flashcard Images. Glue the questions to the back of each flashcard so that you can read the questions as students view the images.
Organise the materials for the props used in the performance. Set up class space with room for students to move around and create their performances.

Tune In: Looking back

Begin this lesson by explaining to students that they will be quickly thinking about all the topics they looked at about Blue The Film.

One by one, display the Flashcard Images to students. As each one is displayed, invite students to suggest answers to the questions on the flashcard sheets.

As you discuss each image, record key words or ideas suggested by students on the board for all students to see.

Find Out: Listening to the voices of ocean guardians

Step 1

Now, explain to students that for all the issues they looked at through this unit, there are many people who are working very hard to create solutions and make change around these issues.

Pose the following question to the class:

What do you think an ocean guardian is?

Carefully listen to their responses and record answers on the board. Lead students to the conclusion that an ocean guardian is someone who protects or looks after the ocean.

Step 2

As a class, watch the clip of Lucas Handley:

Who is Lucas Handley? (https://vimeo.com/1056608649/e95d8574b1)

Once complete, invite the students to discuss their thoughts and views about what they watched. Pose the following questions to encourage the students to think about the ocean guardian they just heard from:

What did you see in this clip?
What does it make you think about?
What did Lucas Handley do?
Why does he care for the ocean?
What questions do you have about this clip?

Step 3

Now, explain to the students that the next clip they will be watching is about the ways that we can help the ocean. Before playing the clip, invite students to share their own ideas in response to the following question:

How can we help the ocean?

Records students' responses on the board. Place a tick next to suggestions if it has been offered before. This will give a good indication of the students' prior knowledge and ensure that each idea is heard and is included as part of the group.Step 4. As a class, watch the following clip about plastic and how we use it:

Plastic addiction (https://vimeo.com/1056608395/7354e5b897)

Once complete, invite students to share their responses to this clip using the following questions to guide their ideas:

What did you see in this clip?
What does it make you think about?
What ideas did the ocean guardians have for helping the oceans?
What questions do you have about this clip?

Again, record students' ideas on the board. These ideas will be important for them to recall when thinking of a focus for their performance.

As part of this discussion, ensure that the ideas for helping the ocean include the following:

Stop using plastic bags; instead use cloth reusable bags
Choose not to use straws for drinking.
Use a reusable drink bottle or a cup.
Pick up rubbish in the street or school yard and when visiting the beach so it doesn't end up in the ocean.
Choose products that don’t have plastic in them (toothbrush or microbeads).

Step 5

Once complete, invite students to think about the different ways they could use one of the ideas and turn it into a performance. Using a visual prop or scenario helps students to consolidate their thinking and sort out the main message they are going to share. For example, a simple demonstration may include someone dropping a piece of litter in the classroom/school yard and another student coming into pick it up and put into the recycling bin. Encourage students to add in spoken words to communicate what is happening, for example "No way! That litter is on the ground, I better tell the person who dropped it…if they leave it there it might end up in the sea and then…"

You can also encourage students to think of different characters who might be involved, and to particularly think about how they might include an ocean guardian in their story. Use the following prompts to guide students:

What might the ocean guardian do or say?
Who are the ocean guardians?
Is it one person? or can everyone be an ocean guardian?

Part : Creating an ocean guardian performance

Step 1

Explain to students they are going to create a short performance to share an ocean guardian message.

Organise the students to work together in small groups for 3-5. Invite the student groups to choose a idea from the board to act out or perform.

Step 2

Central themes: Encourage students to firstly think about their central theme or idea. These themes or ideas may be those already suggested by students or one of the following:

Stop using plastic bags; instead use cloth reusable bags
Choose not to use straws for drinking.
Use a reusable drink bottle or a cup.
Pick up rubbish in the street or school yard and when visiting the beach so it doesn't end up in the ocean.
Choose products that don’t have plastic in them (toothbrush or microbeads).

Step 3

Creating the performance: Provide time for the students to work together to act out or role play their performance. The performance can be simple and short but should have an ocean guardian message with a problem and a solution.

Encourage each student to have a role in the performance as either an performer, music maker or other creative role that the students create. It is important to create an inclusive performance that everyone can be apart of.

Move around the room and encourage the students to be involved. Depending on their age and ability you may need to help students develop the storyline of their performance. Explore with each of the groups:

What the problem is
How they can find a solution to this problem
How they might encourage everyone to become ocean guardians.

Once each group is ready bring the class together to share the performances.

Reflection

Encourage each of the groups to perform their ocean guardian performance to the class. Ask the class to be a respectful audience and listen to the ocean guardian message that the group is sharing.

Engage students in a final discussion around the performances and the ocean guardian messages presented. Consider the following questions in your discussion:

What was your favourite ocean guardian message and why?
Which ocean guardian messages will you do and why?
How did you find this activity? What was the most challenging part and what was the most enjoyable part?

Extension

Provide additional time for the students to develop the performance. Invite parents and friends along to see the ocean guardian performances. Alternatively, you could create an ocean guardian performance event and invite other classes into watch the performances.

Assessment

This lesson can be used as summative assessment. The items may be used as part of the assessment:

Watched a video clip for understanding.
Identified a problem affecting our oceans.
Thought of actions to help change.
Contributed to a group performance.

Take it further

Invite students to apply their learning in a real world context by participating in the lesson: Ocean Guardians Being Turtle-Friendly - Social Action - Year F, 1 & 2.

Ocean Guardians Caring For Our Oceans

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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