Lesson:

Taking social action to protect ocean resources

Course:

Honors Marine Biology

Sequence:

Day 3 - Application

Teacher:

Sean P. Nash

Duration:

1 period for instruction, though performance task lasts one academic grading period (quarter)

Learning Objectives

•Identify the characteristics of an e

ﬀ

ective public education plan.• Analyze a sample public education action item.•Plan and begin implementation of public education strategy (performance task).

Lesson Design

Connection to or Analysis of Background Knowledge

Students discuss a list of compiled ideas for the “what can one person in Missouri do to a

ﬀ

ect the ocean?” Post-it notes turnedin at the end of the previous lesson. (This list of all submitted ideas is posted on a projected digital slide and projected ontothe 8-foot screen at the front of class.)

Objective and Purpose (Share the “why”)

Ask for trends that student may see in the posted list. A brief discussion will follow. Prompt students to analyze the list andmake inferences regarding the potential e

ﬀ

ectiveness of each approach. “What looks good about this plan?”, “What seem lessthan feasible about this plan?”, “Can you think of a simple way to make this plan more e

ﬀ

ective?” - are all good questions toguide discussion here. Explain why analysis of other plans is an important step to formulating real action steps on your own. At this point, empower students to take action by introducing a simple example of what a public education action might look like.

Modeling or Demonstration

Distribute copies of the sample public education form letter found here:http://www.scribd.com/doc/3614804/ocean-guide-letterMSW1. Read form letter aloud with students and point out thebroad mid-section where students will personalize the content/body of the message with their own new learning.

Check for Understanding

Circulate among student groups to ask clarifying and focusing questions about each group letter. “Why did you choose to say this?”, “How else could you ask that same question to a di

ﬀ

erent audience?”, “Is this letter speaking to the audience you aretrying to address?” - are all good questions at this stage.

Practice

Student groups present their version of the public education letter to the entire group. Students ask clarifying questions anddiscuss the nuances of both the content presented (for factual correctness) and the language (for clarity of message).

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