How to use Marine Park Teaching Resources
How to use Marine Park Teaching Resources
James Tilly from Ocean Literacy Support outlines how to use the Marine Park teaching resources (mapped to yr 5 and 6, and yr 7-10) and how to apply the Design Thinking model using local South Australian examples in science, research and tourism.
Content
13.208 -> National Parks and Wildlife have produced
15.333 -> a couple of sets of amazing resources to
18.125 -> support understanding about
20.25 -> our wonderful marine parks.
22.25 -> These resources are mapped to the Year 5
24.041 -> and 6 curriculum and another set to the
27.25 -> Year 7 to 10 curriculum.
29.291 -> One way that I describe this is it's a
31.916 -> cup of coffee piece.
33.416 -> If you can find time and space and
36.375 -> headspace to make yourself a cup of
38.625 -> coffee and enjoy a cup of coffee,
41.5 -> you can learn what you need to know to
45.416 -> begin to implement these
47.416 -> resources in your classroom.
48.666 -> What I love about these is they make it
52.666 -> easy for me to understand
54.75 -> what are the curriculum links,
56.25 -> where I can find quality information and
58.708 -> resources to support my
60.625 -> teaching and student learning,
61.916 -> but then also how students can then be
65.375 -> supported to put their
66.458 -> learning into action.
67.75 -> What first caught me about these
69.708 -> resources was the fact that they actually
72.375 -> use a design thinking process.
76.416 -> We call this 6Ds. It's something that's
78.375 -> used widely in engineering.
80.708 -> It's also used frequently and much more
83.541 -> frequently now in the
84.416 -> sciences and geography, etc.
85.75 -> It's applicable across a range of areas
89.166 -> right up to Stage 2
91.791 -> scientific studies, for example.
93.541 -> It's a very versatile tool. It's a bit of
95.541 -> like a Swiss Army knife.
96.666 -> The essential questions as outlined in
98.708 -> the resources are a wonderful starting point
102 -> for this as a project-based learning.
106.541 -> The Year 5 and 6 essential question,
110.083 -> I actually call it "question suggestion",
112.5 -> is about asking students what can you do
115.166 -> to monitor, survey, track and protect
118.958 -> marine plants and animals
120.25 -> in South Australian waters.
122.041 -> There are layers and layers and layers,
124.875 -> and so much to explore.
126.583 -> We need to understand why it is that it's
130.166 -> important to protect them
132.666 -> and then understand how we
135.416 -> can be a part of monitoring,
138.583 -> and seeing changes and knowing whether we
141.958 -> are dealing with healthy
143.625 -> systems or declining systems
145.25 -> or whether systems are
146.833 -> coming back in a growth phase.
148.708 -> Some of the responses have been a student
151.791 -> drew a yellow submarine
154.166 -> on the Great Southern Reef
156.208 -> and asked the student about that,
159.125 -> "How does this work? What does it need to be
161.083 -> able to do? What's it looking for?"
163.333 -> Through that process, this student was
165.833 -> able to actually do a pretty cool
168.708 -> submarine with cameras and video recording
171.416 -> and all sorts of things to be able to
173.791 -> actually observe that marine environment
175.791 -> and provide meaningful information.
178.166 -> Other students have had just wow,
183.458 -> literally wanting to and kind of
186.541 -> producing designs for
189.541 -> remote underwater vehicles.
192.083 -> Octonauts style.
194.25 -> The year 7-10 question asks, "What are
196.958 -> the best ways that we can ensure that our
199.458 -> use of marine parks has a positive effect
202.166 -> on the environment, the economy and local communities?"
206.5 -> We're really talking here about what we
208.458 -> call like a triple bottom line sustainability.
212.5 -> So it's people, planet and profit.
216.5 -> It's a really helpful way for students to
219.833 -> look at the environment
221.333 -> through three different lenses.
223.958 -> In the year 7-10 resource, page 37, we
228.208 -> have the student project files.
230.75 -> I use these extensively.
232.375 -> I print these out so that at the
234.125 -> beginning of a learning unit,
235.458 -> the students can actually see and engage
238.583 -> with the kind of the
239.541 -> structure of the learning journey.
240.833 -> We can share a common language around
243.833 -> what we're doing and how we're doing it
245.5 -> and then also helps to form ways that we
247.833 -> can check in as to how we're progressing
249.958 -> and where we need help.
252.25 -> Using the National Parks and Wildlife
254.833 -> resources, I'm able to get high quality information
258.583 -> as well as a robust process by which we
262.458 -> can actually ask really
263.75 -> good quality questions.
265.166 -> And with the great
266.125 -> questions, then comes the engagement.
269.166 -> And once you've got that engagement,
271.333 -> that's when I find it helpful to
274.083 -> introduce the tools themselves.
276.75 -> So the design thinking process and then
279.833 -> do really targeted research.
281.833 -> When we talk to students and they say to
283.416 -> students, "How did that go?"
284.916 -> Students relate. It was so good to be
287.875 -> able to choose a topic of
289.416 -> interest, research it myself,
292.916 -> understand what that process looks like,
295.5 -> get feedback along the way
297.541 -> and then actually share what I've learned.
301.291 -> So please give it a go. You won't be alone.
303.25 -> You'll be part of a growing community.
306.166 -> And we'd love to hear about successes,
308.916 -> challenges, enablers,
310.541 -> questions, anything to do with this.
312.916 -> We're in a process of constant evolution.
315.833 -> We're always learning ourselves
317.625 -> and even these resources are undergoing
320.416 -> continuing development.
321.375 -> So please let us know what's going to be
324.208 -> helpful for you moving forward.
Source: https://www.youtube.com/watch?v=GoR4P_t_GFQ