Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune in: Making projections

15 minutes

Find out: Finding a solution means looking for more problems!

25 minutes

Take action: Peer review and questioning session

5 minutes

Reflection

Tune in: Making projections

Step 1

Watch clip from the film

Blueback - Dora and Abby debrief (vimeo.com/794750021)

What prediction does Dora make about how the council will vote in the future?

What predictions can we, the audience, make about the future of Costello’s fishing operation based on what we see in the scene?

Step 2

Explain that it is useful to make predictions on particular news or events. It can compel us to take action. Think: what predictions would you make for the ocean if we keep overfishing?

Find out: Finding a solution means looking for more problems!

Step 1

Explain that solutions when first offered are usually not yet well formed. They need to be interrogated, questioned and refined to be effective.

Step 2

Using the example of overfishing, prompt students to consider a solution that may reduce overfishing. A possible solution may be to significantly reduce catch limits.

Step 3

Ask students to superficially think about what obstacles, problems or limitations this solution may have.

Step 4

Project Solutions Map - Overfishing Example. on the white board. This is an example of what the students are expected to achieve in their activity. They are to identify an ocean conservation issue and consider solutions - using a Solutions Map - Blank template. Explain the example to students for clarification.

If teachers need to scaffold some of these terms, the following notes may be helpful.

‘Economic’ - think about the monetary cost of your solution. Who would you have to pay? How much will it cost to establish and maintain what is needed to implement the solution? Will you need to buy equipment?

‘Political’ - think about whether your solution will require some government assistance. Which level of government would need to be involved? What sort of involvement would be needed?

‘Social’ - How will citizens respond to the solution? Will it be very successful and popular? Will it be unpopular? Why?

Step 5

Question

Teachers step students through the process of using the Solutions Map. They may ask questions like ‘how much will this solution cost? How will we fund the solution?’ ‘Which level of government do we need to speak with?’ ‘Will everyone agree with this solution?’ They should write their notes down on the solutions map.

Take action: Peer review and refinement

Note: This activity requires students to take on specific roles. It is important that each student has a role and is involved in the process of finding solutions.

Step 1

Organise students into groups of five and provide them with a series of blank cards they can write on. They will need several in this activity.

Step 2

Each student is to write an ocean conservation 'problem' of their choice on a blank card. Once completed, they should place their card in a pile in the centre of the table. Shuffle the deck.

Step 3

Explain that the student in the group whose name comes first in the alphabet should pick up a ‘problem’ card. The person who picked up the problem card now works with the author of the problem card to come to a good outcome. For example: If the problem card reads 'overfishing', a good outcome would be 'sustainable fishing'. The student who picked up the problem card should now write a good outcome on the blank card.

Step 4

The author of the problem card asks two people (not the person who wrote the outcome) to write solutions to the problem at hand. The two people chosen should write their solutions down on blank cards and put them into the centre of the table.

Step 5

The author of the problem card now asks the fifth person in the group for critiques of the solutions offered. The two students who wrote the original solutions will now have the opportunity to refine their solutions. It is likely they will become more specific.

Step 6

The student who wrote the outcome will review the refined solutions and measure them against the outcomes they wrote at the beginning of the round.

Once students understand how this process works, teachers may elect to give another lesson to this activity so each student’s ‘problem’ can be worked on.

Reflection

Step 1

Have students reflect on their learning in today’s lesson. Facilitate a discussion with students about why it can be difficult to reach good solutions sometimes. If student responses include comments like ‘it can be hard to have your ideas criticised’, you should do your best to embed social and emotional wellbeing strategies into your address of the class. Emphasise that respect and safety are essential when having these sorts of discussions.

Step 2

Finish the lesson (and the course) by posing the question ‘How hopeful are you that we can repair the oceans?’ You may elect to create a rating on the board like shown below, or might choose to take verbal or gestural responses (thumbs up/thumbs down).

(Students either indicate with a tally or by writing their name).

Differentiated Learning

We trust that teachers are the best equipped to know how to cater to the diversity in their classes. At Cool Australia, we incorporate a variety of differentiation strategies into each lesson. Firstly, each lesson in this unit appeals to an array of different learning preferences. Learning activities can be completed in a number of different ways - if a student feels more comfortable speaking rather than writing, there are opportunities to accommodate this. In lessons that feature group work or learning stations, we trust that teachers will use their discretion in knowing how to best organise their students in accordance to positive working relationships and ability. Graphic organisers and scaffolds are often included so students can ‘visually think’ and keep a record of their work. While our lessons are designed to be 55 - 60 minutes in length, we trust that teachers will manipulate lesson and segment times according to the needs of their students.

Blueback - Finding Solutions

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

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