We  began our Ocean Inquiry this week.  In groups of two or three, we have been brainstorming things we know and things we wonder about the Ocean. So far, we have learned about what we as individuals  and as a classroom communities can do to help the Ocean. Eventually, we will be coming up with ways to make a difference for our Oceans and the environment. 

We read the book Ocean Soup by Meeg Pincus. Here is her book to spark some discussion at home. 

We also read the story called The Pout-Pout Fish Cleans Up The Ocean by Deborah Diesen. It is a book about sea creatures who work together to clean up their underwater home. 

  Here is the video we watched today called All The Way To The Ocean. Please share it as a family and discuss some of the ways the students came up with to help our environment.

  

Curricular Competencies: 

  • Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures 
  • Demonstrate curiosity and a sense of wonder about the world 
  • Experience and interpret the local environment 
  • Make simple predictions about familiar objects and events 
  • Consider some environmental consequences of their actions 
  • Compare observations with those of others 
  • Generate and introduce new or refined ideas when problem solving 

Learning Involved: 

  • Identifying the importance of caring for our oceans, lakes, rivers and streams 
  • Relationships between people and the environment in different communities 

First Peoples Principles of Learning: 

  • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors 
  • Learning is holistic, reflexive, reflective, experiential, and relational 

Core Competencies: 

Thinking – Critical and Reflective Thinking 

  • Students think critically to develop ideas. They work with clear purpose and consider the potential uses of their work. They explore possibilities, develop and reflect on processes, monitor progress, and adjust procedures in light of criteria and feedback. 

Communication – Collaboration 

  • Students combine their efforts with those of others to effectively accomplish learning and tasks. As members of a group, they appreciate interdependence and cooperation, commit to needed roles and responsibilities, and are conscientious about contributing. 

Personal and Social – Social Awareness and Responsibility 

  • Students develop awareness of and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment. They are aware of the impact of their decisions, actions, and footprint.