Ocean Change Makers

10am – 2.15pm

Welcome – During their introduction, students will understand what advocacy means, why it’s important and how to tell a compelling story. They’ll also get to hear from our Ocean Marketing & Communications Team, who will share how their storytelling and advocacy campaigns spread across the world.

Tour – for the next hour, they’ll explore three key marine issues, in front of some of our most exciting habitats. They’ll complete worksheets and be guided by a Learning Officer, who will be on hand to answer any questions.

Lunch – 30 minutes

Workshop – This is where the day gets even more exciting! For the last hour and a half, they’ll design a storyboard centred around a topic from the tour (or of their choosing) and then create a short Stop-Motion Animation video. Using our animation studios and tablets, they’ll have the choice of using our cut-outs or they can make their own. Watch below to see the type of video they’ll be creating:

• You will be able to start the Ocean advocacy learning and excitement before the workshop. We’ll provide you with an engaging session around storytelling and story boarding. This lesson plan will cover why it’s important and why we do it.

• For schools within PL1-PL9, there will be the opportunity to borrow two of our Stop Motion Studios and tablets for the month of November. These can be used to make new videos to be submitted to the exhibit – building on the knowledge from the NMA day, or for their own projects as desired. You could even start a Stop Motion Animation club!
• For schools further away and our home education community, you will have access to a ‘how-to’ guide to set up your own Stop Motion Studio.
• Resources will also include a ‘how to’ guide on different ways learners can advocate for the Ocean, from writing letters to MP’s, filming nature documentaries and many more! These can also be submitted for the exhibit, and the guide will contain instructions on that process.

• The writing they do should include narratives, explanations, descriptions, comparisons, summaries and evaluations: such writing supports them in rehearsing, understanding and consolidating what they have heard or read. 

• Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. 

• Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. 

• Distinguish between statements of fact and opinion. 

• Retrieve, record and present information from non-fiction. 

• Noting and developing initial ideas, drawing on reading and research where necessary. 

• Become proficient in drawing, painting, sculpture and other art, craft and design techniques. 

• Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. 

• Recognise that environments can change and that this can sometimes pose dangers to living things. 

• Pupils should explore examples of human impact (both positive and negative) on environments, for example, the negative effects of population and development, litter or deforestation. 

• Writing for a wide range of purposes and audiences. 

• Summarising and organising material, and supporting ideas and arguments with any necessary factual detail. 

• Considering how their writing reflects the audiences and purposes for which it was intended. 

• Develop their capability, creativity and knowledge in computer science, digital media and information technology. 

• Understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems. 

• Changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction.