• The Implications for individual responsibility can be an integral part of many parts of education. They could be presented with a list of areas where they can take on roles of responsibility. Backgrounder sheets on marine issues that they can take with them with clear directions for how to get involved in the issues..
• There is a responsibility of people who recreate and use the sensitive areas of our coastal ecosystems in these areas, stay on paths, no dune buggies, nesting habitats should be off limits to recreational vehicles and water craft, bird islands– importance of no disruption of coastal margins should be presented.
• Tools to lobby for action..a set of addresses.. e-mails of who is in charge of the issues at various political levels.
  
• A take away recipe book for responsible marine eating could be developed.(see the Sierra Club’s example–only make it more informative..i.e. why certain fish species are at risk.)
• Advertise the local restaurants which serve sustainably harvested marine food.
• A good index of web resources that promote marine sustainability
• Information on alternatives in life styles/residences/forms of transportation, even green roofs to catch runoffs, holding ponds to enhance on land habitat that prevent runoff and stop coastal siltation .
  

Actions for the public to follow up

• Passive ecotourism is not an option!!
  Students can be encouraged to make a follow-up pledge The goal is to get 100% involvement in some form of follow-up action, perhaps with a monitoring scale which gives feedback on how successful this is? Highlight right up front in the goals, the important role of public participation in marine issues.
• A commitment from students to help in a role in building the Southern Vancouver Islands Sustainable Ecosystems Map and the directions and the tools to do that.
• There is a need for large areas to be set aside for habitat now while it is available, later it may diminish. Everyone should leave with a commitment to lobby for better marine protection in the form of Marine parks and protected areas.. Present a map where students can mark off the areas they think should be used as conservation-related marine reserves.
• Follow up on the RAMSAR enigma.. of why there are no Ramsar sites on any of Canada’s marine Coasts
• Encouragement for individuals to be involved in “Adopting a Marine Ecosystem” could be done in the form of a range of suggestions from doing regular beach clean-ups to being a guardian of an island.
• Responsible sports and commercial fisheries are desperately needed. Anyone who lives near the oceans can be considered a stakeholder in committees and public hearings.Students could build a website which will keep people informed of upcoming opportunities for involvement in their area. Backgrounders could be linked to the website in order to provide individual citizens with the information necessary to make a statement about their concern for marine sustainability.
  

• Responsible eating of marine food will help to conserve some rare species and habitats. Use a check list where people can do an evaluation of their sustainability index in their diet. Often threatened species in other countries and on the high seas are not protected from unsustainable fisheries. Develop case studies of mariculture which does not harm environment yet which supplies our needs for marine food production.
• See the references available already on this topic in the Ocean food file:
• Goal to get 100% involvement in some form of follow-up action, how about a monitoring scale which gives feedback on how successful this is?

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1. Report to UNECE and UNESCO on Indicators of Education for Sustainable Development

2. The Common Framework of Science Learning Outcomes K to 12

The following are the PAN-Canadian Objectives for different grade levels.. Links from these objectives to our program at NMC can be created.

Grade: K to 3, Grade 4-6, Grade 7 to 9, Grade 10 to12

3. A Vision for scientific literacy in Canada

The framework is guided by the vision that all Canadian students, regardless of gender or cultural background, will have an opportunity to develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their future.

3.The scientific literacy needs of Canadian students and society

Canadian society is experiencing rapid and fundamental economic, social, and cultural changes that affect the way we live. Canadians are also becoming aware of an increasing global interdependence and the need for a sustainable environment, economy, and society. The emergence of a highly competitive and integrated international economy, rapid technological innovation, and a growing knowledge base will continue to have a profound impact on our lives. Advancements in science and technology play an increasingly significant role in everyday life. Science education will be a key element in developing scientific literacy and in building a strong future for Canada’s young people. Consistent with views expressed in a variety of national and international science education documents, the following goals for Canadian science education have been established for the purposes of this framework.

4. Foundation statements for scientific literacy in Canada

Scientific literacy should remain the abstract image that leads science education reform. Eisenhart, M. et al. (1996)
In light of the vision for scientific literacy and the need to develop scientific literacy in Canada, four foundation statements were established for this framework. Curriculum developers should note that these foundation statements delineate the four critical aspects of students’ scientific literacy. They reflect the wholeness and interconnectedness of learning and should be considered as interrelated and mutually supportive. The learning outcomes in this framework are stated in relation to these foundation statements.
Foundation 1:
Science, technology, society, and the environment (STSE) ?
Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
Foundation 2:
Skills
Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Foundation 3:
Knowledge
Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.
Foundation 4:
Attitudes
Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

8.0 Types of Curriculum Activities which could Complement the Sustainability theme.

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• Kindergarten
  describe features of local plants and animals (e.g., colour, shape, size, texture)
  compare local plants
  compare common animals
  
• •Grade 1
  classify living and non-living things
  describe the basic needs of local plants and animals (e.g., food, water, light)
  describe how the basic needs of plants and animals are met in their environment
  •Grade 2
  classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
  

An exercise on grouping and classifying marine organisms can be done at several grade levels. Each habitat display tank could supply a set of unique organisms. The challenge to the student could be to make a classification scheme for each habitat or to make one that encompasses all of the habitats represented. The purpose would be to emphasize biodiversity , showing similarities and differences in the different ecosystems. An example of the type of dichotomous key to be constructed is here:http://www.racerocks.com/racerock/education/curricula/projects/dichotomous.htm

• describe some changes that affect animals (e.g., hibernation, migration, decline in population)
  
• describe how animals are important in the lives Aboriginal peoples in BC
  

The 13 Moons display could address the wide range of ideas here. There is a model of some such exercises at the following URL:http://www.racerocks.com/racerock/jason/firstnations/index.html

• describe ways in which animals are important to other living things and the environment
  

• •Grade 3
  compare familiar plants according to similarities and differences in appearance and life cycles
  describe ways in which plants are important to other living things and the environment
  

Plants of the ocean, as habitats for animal life, as symbionts, as a source of food for humans if harvested sustainably could be the target of this objective.

• describe how plants are harvested and used throughout the seasons
  

A display on algal aquaculture done in a sustainable way would provide the resource here. Also relate to First Nations use of marine algae.

• •Grade 4
  compare the structures and behaviours of local animals and plants in different habitats and communities analyze simple food chains
  

Labwork allowing the examination of microscopic organisms and the larger ones in tank exhibits should be designed to emphasize webs not only chains.

• demonstrate awareness of the Aboriginal concept of respect for the environment
  determine how personal choices and actions have environmental consequences
  

The section on Choice of Futures section fits in well here.

• •Grade 5
  describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems
  

Although this objective relates to humans, A good opportunity exists to do comparative labs with other organisms here. Whale skeletal anatomy compared to human anatomy could form the basis of an assignment. See example here:

• explain how the different body systems are interconnected
  

• •Grade 6 demonstrate the appropriate use of tools to examine living things that cannot be seen with the naked eye
  

Labwork in the wetlab area allowing the examination of microscopic organisms such as marine plankton would be useful here. Dependency of different levels of the food web would be part of the presentation. The use of microscopes to identify bacteria for water quality monitoring could be demonstrated.

• Analyse how different organisms adapt to their environments
  

Labwork allowing the examination of microscopic organisms and the larger ones in tank exhibits should emphasize wide variety of adaptations present but emphasize the susceptibility to extinction if humans render the natural environments extinct.

• Distinguish between life forms as single or multi-celled organisms and belonging to one of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi
  

Taxonomy can be introduced with a hands on exercise of whether creating a dichotomous key or using one already provided. Here is one example of a key that could be designed to accommodate all the organisms in the ecosystem displays. http://www.racerocks.com/racerock/education/curricula/projects/dichotomous.htmIn this example, student are urged to create their own classifications for specific ecosystems.http://www.racerocks.com/racerock/eco/newecosystem/genusfolder/studentemplate.html

• •Grade 7 Analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems
  

The section on Ecosystem Integrity addresses this

• assess survival needs and interactions between organisms and the environment
  

Observations of remote video cams can be used to analyze the effect on organisms in different exposures. The emphasis should be on how these abiotic factors affect organisms: See this example of pages linked to each factor being monitored.http://www.racerocks.com/racerock/data/weatherlink/Current_Vantage_Pro.htm

• Assess the requirements for sustaining healthy local ecosystems
  

The sustainability theme is central to this. Suggestions in the  take away section allow student to practise the theory.  A major display on the Earth Charter could focus the goals that students my wish to encompass.

• Evaluate human impacts on local ecosystems
  

The Ecological Footprint parts of exhibits and the problems that humans have created in coastal environments are useful here.

•http://www.bced.gov.bc.ca/irp/sciencek7/scik7_lo.pdf

• •EARTH AND SPACE SCIENCE
  Kindergarten
  demonstrate the ability to observe their surroundings
  describe features of their immediate environment••
  Grade 1 describe changes that occur in daily and seasonal cycles and their effects on living things
  describe activities of Aboriginal peoples in BC in each seasonal cycle••
  

The 13 moons materials are useful here:

• Grade 2 describe physical properties of air, water, and soil
  distinguish ways in which air, water, and soil interact
  explain why air, water, and soil are important for living things
  •Grade 3 describe characteristics and movements of objects in our solar system
  compare familiar constellations in seasonal skies
  demonstrate awareness of the special significance of celestial objects for Aboriginal peoples
  •Grade 4 measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction
  

Weather stations, of which there are now many in the UVic sponsored Victoria schools weather network can be accessed along with real time weather information coming from similar sensors using a Davis weather Instrument in the school.

• Analyse impacts of weather on living and non-living things••
  

Observations of remote video cams can be used to analyze the effect on organisms in different exposures. The emphasis should be on how these abiotic factors affect organisms: See this example of pages linked to each factor being monitored. http://www.racerocks.com/racerock/data/weatherlink/Current_Vantage_Pro.htm

• Grade 5
  analyse how BC’s living and non-living resources are used identify methods of extracting or harvesting and processing BC’s resources
  

Aggregate extraction, Coal port facility, and some of the industrial uses of the area could be profiled especially if the are examples of environmentally sustainable enterprises. Whereas fisheries, fishing down food webs and ecological footprint display would provide the living resource examples.

• Analyse how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources
  

The 13 moons stories and a display on clam gardens could provide many examples of this interconnectedness. Sustainable harvest techniques of First Nations should be profiled … for instance the herring or salmon ones..

• describe potential environmental impacts of using BC’s living and non-living resources
  
• Grade 6
  explain obstacles unique to exploration of a specific extreme environment
  

An exercise can be built up here around a deep sea exhibit. The physical factors present at these depths make research particularly difficult, and the fragility of species encountered here can emphasized to be taken into account for any operations carried out, such as marine mining or gas and oil extraction.

• assess technologies used for extreme environments
  
• describe contributions of Canadians to exploration technologies
  

Canada’s Oceanographic pioneers can be referenced in several exhibits.

• Grade 7
  compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks
  
• analyse the dynamics of tectonic plate movement and landmass formation
  explain how the Earth’s surface changes over time
  

Change underwater is also obvious and examples of humans hastening the change can be illustrated in an aquarium sandy bottom exhibit or a  rocky shore exhibit or a deep sea area.

BC CURRICULUM LEARNING OUTCOMES GRADE K-12

Specific learning experiences will be developed for the New Marine Centre that will address the General learning outcomes for K to 12 in the BC School Curricula. The numbers of the objectives that conform to the BC Curriculum website reference are included here:

UNDER THE SECTION:

Science, technology, society, and the environment

By the end of grade 3 It is expected that students will…

100 investigate objects and events in their immediate environment, and use appropriate language to develop understanding and to communicate results

101 demonstrate and describe ways of using materials and tools to help answer science questions and to solve practical problems

102 describe how science and technology affect their lives and those of people and other living things in their community

103 undertake personal actions to care for their immediate environment and contribute to responsible group decisions

Students of all ages can be encouraged to participate actively in marine stewardship issues when they leave the aquarium. The take-aways section addresses this. .

By the end of grade 6 It is expected that students will…

104 demonstrate that science and technology use specific processes to investigate the natural and constructed world or to seek solutions to practical problems

105 demonstrate that science and technology develop over time

106 describe ways that science and technology work together in investigating questions and problems and in meeting specific needs

Case studies of local issues..sewage treatment, marina development, shoreline modification can be profiled here.

107 describe applications of science and technology that have developed in response to human and environmental needs

108 describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment

By the end of grade 9 It is expected that students will…

109 describe various processes used in science and technology that enable us to understand natural phenomena and develop technological solution

110 describe the development of science and technology over time

Marine Science depends on the ability of scientists to be able to measure, make models and then predictions for models. The techniques for doing such quantification have evolved considerably in the recent past. Part of how we determine if we are maintaining ecological integrity depends on new technology. Examples of types of equipment and how they have been useful in this aspect of science could be profiled here.

111 explain how science and technology interact with and advance one another

112 illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavours

113 analyse social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspective

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Skills :
By the end of grade 3, It is expected that students will…

200 ask questions about objects and events in their immediate environment and develop ideas about how those questions might be answered

201 observe and explore materials and events in their immediate environment and record the results

202 identify patterns and order in objects and events studied

203 work with others and share and communicate ideas about their explorations

By the end of grade 6, It is expected that students will…

204 ask questions about objects and events in the local environment and develop plans to investigate those questions

205 observe and investigate their environment and record the results

A check list can be developed which enable students to gather data as they move throughout the exhibits . Suggestions for methods of comparisons and analysis of the data would form the basis of a good set of exercises.

206 interpret findings from investigations using appropriate methods

207 work collaboratively to carry out science- related activities and communicate ideas, procedures, and results

By the end of grade 9, It is expected that students will…

208 ask questions about relationships between and among observable variables and plan investigations to address those questions

209 conduct investigations into relationships between and among observations, and gather and record qualitative and quantitative data

210 analyse qualitative and quantitative data and develop and assess possible explanations

Data can be found in many forms in a science lab. Everything from feeding rates, Oxygen, pH , temperature, salinity levels in tanks can be made available for students to analyze. Make the physical parameters of each exhibit transparent and therefore encourage the understanding of how physical parameters help to create marine ecosystem diversity.

211 work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results

By the end of grade 12, It is expected that students will…

212 ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues

213 conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information

The design of school-specific activities should anticipate the use of technology that is available both in the lab area and from real-time displays of virtual oceanographic data-recording . To monitor such things as climate change and impacts of human activities on marine ecosystems, exercises could be designed which allow students to draw on these resources .

214 analyse data and apply mathematical and conceptual models to develop and assess possible explanations

Recent controversy over the application of mathematical models to explain the relationship between salmon farming in open net pens and sea-lice infection in wild fish could form part of a case study here.

215 work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

Knowledge

 

By the end of grade 6, It is expected that students will…

300 describe and compare characteristics and properties of living things, objects, and materials

301 describe and predict causes, effects, and patterns related to change in living and non-living things

302 describe interactions within natural systems and the elements required to maintain these systems

303 describe forces, motion, and energy and relate them to phenomena in their observable environment

The energy implications of tides and currents could form part of an exercise here.

By the end of grade 9, It is expected that students will…

Life science

 

304 explain and compare processes that are responsible for the maintenance of an organism’s life

305 explain processes responsible for the continuity and diversity of life

The biodiversity section relates here

306 describe interactions and explain dynamic equilibrium within ecological systems

Earth and space science

310 explain how Earth provides both a habitat for life and a resource for societ

An objective that will be addressed in many displays if we use the Sustainability theme.

311 explain patterns of change and their effects on Earth

By the end of grade 12, It is expected that students will…

Life science

313 compare and contrast the reproduction and development of representative organisms

Sea-urchin embryology or for that matter, embryology of many marine invertebrate species can be profiled in microscopic exhibits. In fact it could be organized as a good lab experience for high school students.

314 determine how cells use matter and energy to maintain organization necessary for life

315 demonstrate an understanding of the structure and function of genetic material

Recent research on the genomes of marine organisms could be highlighted . This ties into the biodiversity theme as well.

316 analyse the patterns and products of evolution

Given the resurgence of creationism in many American educational systems, every opportunity possible should be provided in the exhibits to emphasize examples of natural selections and evolution.

317 compare and contrast mechanisms used by organisms to maintain homeostasis

There are many examples of the counter-current exchange adaptation for temperature regulation in marine organisms which could be highlighted in exhibits. Wading birds, come to mind as a good example. (Biodiversity example also)

318 evaluate relationships that affect the biodiversity and sustainability of life within the biosphere

Chemistry

319 identify and explain the diversity of organic compounds and their impact on the environment

Through the section on Pollution, the effects of various organic compounds on marine environments can be profiled. Microscope setups showing transgender modification from tributyltin would be an interest-catching resource.

Physics

326 analyse interactions within systems, using the laws of conservation of energy and momentum

329 analyse and describe different means of energy transmission and transformation

Earth and space science

330 demonstrate an understanding of the nature and diversity of energy sources and matter in the universe

A display on sustainable ocean energy should address this objective very well.

331 describe and predict the nature and effects of changes to terrestrial systems

332 demonstrate an understanding of the relationships among systems responsible for changes to Earth’s surface

Attitudes

GRADE K to 3 It is expected that students will be encouraged to…

400 recognize the role and contribution of science in their understanding of the world

401 show interest in and curiosity about objects and events within their immediate environment

402 willingly observe, question, and explore

This section on Attitudes should be a focus of many of the examples used.

403 consider their observations and their own ideas when drawing a conclusion

404 appreciate the importance of accuracy

405 be open-minded in their explorations

406 work with others in exploring and investigating

407 be sensitive to the needs of other people, other living things, and the local environment

408 show concern for their safety and that of others in carrying out activities and using materials

GRADE 4 to 6

It is expected that students will be encouraged to…

409 appreciate the role and contribution of science and technology in their understanding of the world

. Recognition of how our knowledge of marine systems has developed and why we have concern for their conservation can be pointed out in displays.

410 realize that the applications of science and technology can have both intended and unintended effects

411 recognize that women and men of any cultural background can contribute equally to science

412 show interest and curiosity about objects and events within different environments

413 willingly observe, question, explore, and investigate

414 show interest in the activities of individuals working in scientific and technological fields

415 consider their own observations and ideas as well as those of others during investigations and before drawing conclusions

418 work collaboratively while exploring and investigating

A feature for the school assignments should be that they are designed to encourage collaborative learning.

419 be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment

GRADE 7 to 9

It is expected that students will be encouraged to…

422 appreciate the role and contribution of science and technology in our understanding of the world

423 appreciate that the applications of science and technology can have advantages and disadvantages

424 appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds

425 show a continuing curiosity and interest in a broad scope of science-related fields and issues

426 confidently pursue further investigations and readings

427 consider many career possibilities in science- and technology-related fields

Sustainability of an ocean culture depends on individuals in a wide variety of fields. Sustainable industries should be profiled as part of the examples.

428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions

Issues such as Aquaculture under different conditions.. sustainable vs non sustainable should be examined. An exercise could be made involving role playing of different community members in an area where there is economic implications of these activities.

429 value accuracy, precision, and honesty

430 persist in seeking answers to difficult questions and solutions to difficult problems

431 work collaboratively in carrying out investigations as well as in generating and evaluating ideas

432 be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment

Examining the implications of sustainable fisheries and sustainable communities on the West Coast could prove to be a challenge brought on by displays and data presented here.

433 project, beyond the personal, consequences of proposed actions

434 show concern for safety in planning, carrying out, and reviewing activities

435 become aware of the consequences of their actions

GRADE 10 to 12

It is expected that students will be encouraged to…

436 value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not

437 appreciate that the applications of science and technology can raise ethical dilemmas

438 value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds

For every  example highlights at least one individual or group who is contributing to sustainability on marine ecosystems this goal can be achieved.

439 show a continuing and more informed curiosity and interest in science and science-related issues

440 acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research

Opportunities for research using the data and resources on line could be suggested to high schools so that there may be on-going interaction.

441 consider further studies and careers in science- and technology-related fields

442 confidently evaluate evidence and consider alternative perspectives, ideas, and explanations

Issues of impacts of human activities in the marine environment can be examined here. The real costs of all of our interactions with the oceans should be analyzed.

443 use factual information and rational explanations when analyzing and evaluating

Many of the displays can provide a resource for factual data on the ecosystems or organisms represented. The ecosystem services section could provide an exercise which would enable students to interpret data and evaluate its legitimacy.

444 value the processes for drawing conclusions

445 work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

446 have a sense of personal and shared responsibility for maintaining a sustainable environment

Takeaway features should address this goal. Students should all be challenged to submit to a central database, their anecdotes of how they are helping to address this objective. Perhaps an Adopt an Ecosystem Approach could be promoted: http://www.racerocks.com/racerock/education/curricula/projects/adopteco/adopteco.htm

447 project the personal, social, and environmental consequences of proposed action

448 want to take action for maintaining a sustainable environment

The takeaway experience can be a challenge to get involved, to document the process and provide feedback to allow the public to know what young people are doing for the environment. Stream side restoration, baseline ecological studies in biology classes, salmon enhancement and adopted ecosystems should all be highlighted here. Students could also be presented with a long list of ways they can personally get involved in issues of ensuring marine sustainability, and a follow-up mechanism can be devised to document the choices students make given the tools.

7.2  Educational Rational –Pan Canadian Perspective

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