Bridging pages
The teacher commissions to groups of learners different strategic plans to introduce the preservation of biodiversity in their own school (e.g. school gardening, food provision, use of paper and communications, etc.). The learners investigate how these issues are currently dealt with in their school, what can be improved or changed and present a plan of action to be discussed in the classroom and then with the school board
In small groups or pairs, ask the students to research a current refugee crisis. Investigate the reasons behind this forced migration (e.g. war, economic decline, environmental disaster, persecution). Explore the background to these push factors, i.e. why is there… (war, economic decline, etc.). Identify key moments in this story where opportunities were missed to avoid the crisis under investigation and consider alternative actions that might have been helpful at those moments. Given the current situation, visualise a situation in which this crisis is resolved. Suggest the steps that could be taken to reach that point.
The teacher brings maps of the global production networks (GPN) of electronic devices (e.g. mobile phones). The learners are split in groups to discuss particular nodes of the GPN. They are asked to research the impact on biodiversity and natural resources of each part of the chain (e.g. conflict, deforestation in Amazonia, etc.) and to explore the causes and consequences. The group’s results are shared and discussed. An alternative map of socio-environmental conflicts and erosion of biodiversity is built.
Learners are given global (or local) production networks maps of fair electronic devices (e.g. fair phone). The learners are split into groups to discuss particular nodes of the GPN. They research what is the impact on biodiversity and natural resources of each part of the chain. The group’s results are shared and discussed. Finally, the class is split again into two groups to discuss the two potential futures and their likely impacts (benefits and risks).
In small groups or pairs, ask the students to research a current refugee crisis. Investigate the reasons behind this forced migration (e.g. war, economic decline, environmental disaster, persecution). Explore the background to these push factors, i.e. why is there… (war, economic decline, etc.). Create a webbing game to play with the rest of the group or a class of a pupils of a given age range.
The teacher brings maps of the global production networks (GPN) of electronic devices (e.g. mobile phones). The learners are split in groups to discuss particular nodes of the GPN. They are asked to research the impact on biodiversity and natural resources of each part of the chain (e.g. conflict, deforestation in Amazonia, etc.) and to explore the causes and consequences. The group’s results are shared and discussed. An alternative map of socio-environmental conflicts and erosion of biodiversity is built.
Theatre forum method
- In groups of 3-4, role-play a short scene illustrating a problem related to life under water (eg. loss of submarine biodiversity and the impact on a group of humans).
- They start playing it a second time, asking anybody from the rest of the group to intervene whenever someone has an idea about how the situation could end up differently if influenced in a certain way. Anybody can step up (usually one person at a time) and take the role of one of the actors. The others have to adapt to what the new person brings in. After a while, the teacher stops the process and asks the person that has intervened if she/he is satisfied with how things have evolved.
- The play starts again from where it has been changed, as it was the first time, and another person can step in, and the group has to adapt to this new intervention.
After 2-4 interventions, a discussion takes place on what happened and what suggestions were made. Then discuss what could/should happen.
Small groups each study a different real-life problem-based scenario and try to come up with at least six different solutions/ways forward.
Then for each solution consider which values underpin it and which might be compromised.
Whole group, discuss solutions proposed and the related values.
Personal diary method
- Individually, ideally over a few days, each student describes his or her own relationship to marine life and which of their actions might have an impact on life below water and what he or she would like to change in his or her practice (professional or private, individually and/or collectively)
- In pairs, each person presents some elements of the reflection to their partner
- As a whole class, students present key reflections of their partner.
- Discuss things that were presented and share thoughts and discuss implications
Individual reflection: ask learners to individually reflect on the elements of their lifestyle which contribute most to climate change
Inquiry method
- Collect a variety of documents that relate to (un)sustainable use of oceans, seas and marine resources from different perspectives.
- Make a poster that presents some ideas on the issue separating fact from opinion and assumption.