Ocean Change Makers

10am – 2.15pm

Welcome – 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 and 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 – To end the day, they’ll design a storyboard centred around a tour topic (or of their choosing) and 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: 

• Get started with Ocean advocacy learning 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 how we do it. It will give your young people baseline knowledge about what makes successful persuasive writing and give them a chance to develop key literacy skills.

• For schools within PL1-PL9, there are two Stop Motion Studios and tablets available to borrow for November. 
• Keep making new videos for the exhibit, or for your projects. You could even start a Stop Motion Animation club! 
• For schools further away and our home education community, you can access a ‘how-to’ guide to set up your own Stop Motion Studio. 
• Resources include a ‘how-to’ guide on 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 contains all instructions. 

• 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.