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Oceans education subject knowledge (6 of 6)

This is number six in our follow-up posts to to XL Catlin Oceans Teacher Academy, sharing oceans education subject knowledge with teachers.

Ocean acidification is one of the processes threatening marine life and is included in the Coral Oceans and Frozen Oceans resources. This video shows two simple experiments for your classroom to show the process of ocean acidification and its impact on marine life…

Oceans education subject knowledge (5 of 6)

This is number five in our follow-up posts to to XL Catlin Oceans Teacher Academy, sharing oceans education subject knowledge with teachers.

The Incredible Edible Polyp activity is designed to be used in oceans education, and specifically with the Coral Oceans primary scheme of work, but has proved incredibly popular with all age groups and teachers alike. Here’s a video on how to make your own edible polyps with your class and a little twist on the classic anatomy lesson…

Oceans education subject knowledge

Here are two videos to introduce your classes to the work of the Catlin Ocean Expeditions. The first is a highlight video including clips and photos from the Catlin Arctic Survey in 2011:

The second is a Day in the Life video filmed with the Catlin Seaview Survey Shallow Reef team in the Bahamas in 2013 to give you a taste for a day in the life of a marine biologist:

Oceans education subject knowledge (3 of 6)

As a follow-up to the XL Catlin Oceans Teacher Academy, here is one of the videos that is a great introduction to teaching oceans in the classroom and to brush up on a bit of subject knowledge.

This video from the great team at One World One Ocean is a brilliant introduction to the ecosystem goods and services that the ocean provides and a summary of the potential and current human impact on our marine environment…

Oceans education subject knowledge

When ocean currents go bad and paleoclimatologists become Hollywood heros, the trailer for The Day After Tomorrow and indeed the opening 10 minutes of the film if you can get your hands on a copy of the film, make an exciting and extremely exaggerated introduction to the world of thermohaline circulation and the impact of the Arctic ice on the gulf stream…

Catlin Ocean Academy for Teachers (follow-up 1 of 6)

Dr Helen Findlay helped with this great animation on ocean acidification by pupils at the Ridgeway School in Plymouth. We hope you meet a great range of plasticine characters who can help explain ocean acidification and its impacts to your classroom.

The Ocean talks to Michael Gove

This is the transcript of a conversation between Michael Gove, Secretary of State for Education and the Ocean examining the latest draft National Curriculum document.

Michael Gove: I understand you have some concerns about the latest draft curriculum. Let me assure you, to start with, that the programmes of study put forward are designed to present a return to a curriculum that is built on a core of rigorous knowledge.

The Ocean: I can see that you have put a lot of work into this, but I just wanted to point out that I feel a little ignored and at times misrepresented, and…

MG: Let me stop you there. This is a core set of knowledge that every young person should know, schools and teachers are still free to include information they think is relevant to the young people that they teach.

TO: I understand, it’s just that I cover over 70% of the planet’s surface, contain 95% of the living space, 98% of all life is aquatic and I provide at least half the oxygen that you breathe, not to mention a little climate regulation on the side.

MG: Well, we never say that teachers cannot teach about you, and there are several references to the oceans within the documentation. In science for Year 5 (9 year olds), you are mentioned as one of the other habitats that pupils can study, and we believe that 5 and 6 year olds should learn the names of your different basins in geography. Surely that’s enough.

TO: I’m all for rigour and your core plus approach to curriculum planning, and I’ll say again 98% of all life is aquatic. That’s why I was confused to read that in Year 2 Science, young people will be taught that: “find out about and describe the basic needs of animals, including humans, for survival (water, food and air)”. Do you know what happens when you put a fish in air? Then I read every single example of animals that pupils can study, chickens, butterflies, woodlice, frogs, sheep, slugs, worms, spiders, and insects. Yes, there was a cursory mention of fish, but I feel a little let down.

MG: Look. You are mentioned as a habitat that pupils could study. In Year 5 Science, pupils are asked to “compare life cycles of plants and animals in their local environment with other plants and animals around the world (the rainforest, under the oceans, desert areas and in prehistoric times), asking pertinent questions and suggesting reasons for similarities and differences”.

TO: Before tackling the main point you are making, it’s ‘in the ocean’, not ‘under the oceans’. I am not just one habitat, I contain a huge diversity of environments for life: coral reefs, kelp forests, seagrass meadows, mudflats, estuaries, intertidal zone, sandy shore, rocky shore, mangroves and salt marshes, open surface waters, the open deep sea, vents and seeps, oceanic trenches and seamounts. I don’t see why just because I am mostly unseen and covered by a reflective surface that your new rigorous approach to the curriculum should be so unbalanced.

MG: I think you just need to recognise that most young people’s first encounter with nature will be looking under rocks and finding creepy crawlies, or having the opportunity to grow something in a garden. If you keep on taking this ‘me, me, me’ route, I may have to brand you as an enemy of progress.

TO: I was trying to be nice. You live on an island. No one is ever more than 71 miles from the sea in England. The oceans are vital for the survival of humanity. So here are my demands, as a starter:

  1. include an ocean habitat as a must for primary and secondary school science
  2. correct any factual inaccuracies in the draft curriculum where you completely ignore the oceans and marine science (e.g. the ‘air’ comment above)
  3. do not refer to me as an ‘other’ habitat around the world
  4. give me my proper place when pupils study primary production
  5. within Earth science at Key Stage 3 Science, make sure that pupils know my role in the current composition of the Earth and atmosphere
  6. the production of carbon dioxide and its impact needs to include ocean acidification as well climate change

I’ll come back to you on geography once I’ve calmed down, and just remember I provide half your oxygen. Don’t ignore me or make me angry.

[Editor's note: the ocean was a little upset as you may be able to tell, any comments, corrections or additions from the marine science community welcome. We are looking to arrange further interviews between important global concerns and the Minister, please let us know if you have any recommendations.]

Education blog: How can I calculate my footprint?

I have travelled from London to Sydney to join the Catlin Seaview Survey. It promises to be an amazing experience, learning more about the Great Barrier Reef and coral in general.

Over the next three weeks, I shall be visiting different parts of the reef and speaking to the science teams who are investigating the health of this ecosystem.

One of the areas of investigation is how climate change is affecting the reef and the damage that it can cause. Increased CO2 in the atmosphere affects coral reefs in three main ways:

  • warming oceans can cause ‘coral bleaching’ where the symbiotic relationship between coral and algae breaks down, so that the coral loses a major energy source and can die
  • climate change is also linked to increased storm activity that causes physical damage to the reef
  • more carbon dioxide in the atmosphere, increases the amount of carbon dioxide in the oceans, causing ocean acidification and adding to the stress on this fragile environment

It’s a difficult choice. Can I be of benefit to the reef by coming here and helping to communicate its wonders or stay at home and let others do this work?

Can you help in calculating my carbon footprint for this journey so far and if possible compare it to the average annual carbon footprint for the UK?

Here’s how I travelled…

7.5 miles by taxi from my house to Paddington Station

A total of 27 miles by train

10,673 miles by aeroplane from London to Sydney via Singapore

And the last (and nicest) leg by ferry to a part of Sydney called Manly – 7 miles

Awesome Sarah – explorer and educator

We were sad to hear of the extreme weather earlier this year that has delayed  Sarah Outen’s London2London expedition. Sarah had to be rescued by the Japanese Coast Guard after she and her rowing boat were hit by a huge storm in June.

Digital Explorer has been working with Sarah on the education side of things, developing resources and competitions for primary schools and so it was great to read this blog post on her education blog:

Recipe for Adventure Competition: the results

Hello Everyone,

A little while ago we set a competition for L2L Primary Schools to design me a ‘Recipe for Adventure’ – dreaming up a tasty meal that would give me of all the different food groups that I need for adventuring.

London2London HQ received some excellent entries and I have just spent some time getting very hungry and excited at the thought of trying some of the recipes.

Everyone has been spot on in thinking about the food groups I need when I am cycling, or kayaking or rowing – so we have lots of protein for helping me rebuild my muscles, carbohydrates and sugars for giving me energy, vitamins for keeping my skin and gums healthy and all washed down with plenty of water to keep me hydrated.

My favourite entries came from English Martyrs School in Oakham and Mr Kirkland’s Class at Manor School in Didcot. Both schools will receive L2L stickers and some adventuring books, including ‘The Boy who Biked the World’ by Alistair Humprheys and my book ‘ A Dip in the Ocean’. As well as that, I shall be visiting both schools to tell them all about my adventures so far and what treats and surprises I have eaten on the way.

Coming next on the Education Blog…. I shall be sharing some of the stories from my attempt to row across the North Pacific in my boat Gulliver. You may already know – but it didn’t go quite to plan this time.

Happy summer holidays to everyone who is on them already or about to start. Make sure you pack in some adventures!

Cheerio,

Sarah, Nelson, Hercules and Gulliver x

Congratulations to both schools who won.

And sending all our best wishes to Sarah as she prepares to face the challenges of the Pacific again. See this CBBC Newsround clip that really brings home the scale of her ambitions, and do follow her on twitter.

And, Sarah, drop by the Digital Explorer office for a cuppa and a chat next time you’re in town, you’re an inspiration and role model.

EU fishing fleet map

In the middle of making a series of resources on sustainable fisheries for the science and geography classroom and thought that I might have a play again with Ricardo Sgrillo’s excellent free Gooogle Earth tool, GE Graph.

You can easily make your own maps, using world border datasets, such as this one created by Valery35.

Download the Google Earth file, and have a play in your classroom.

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