Oceans Toolkit > Shoal Fish

Oceans Literacy

Ocean literacy is defined as an understanding of the ocean’s influence on people’s life and the influence of human life on the ocean. Teachers must help students to understand the concepts and principles of the Ocean literacy though innovative, complex , and efficient tasks that can modify thier aptitude in relation to the Ocean and its environment.

The idea of Ocean Literacy appeared in the US 10 years ago when a group of educators and marine scientists realized that in student’ s primary and secondary; there was few contents about marine science. Considering the importance of the sea and the oceans on our planet and on all the life that it, they believed that this should reflected in the curriculum of the students, in order to ensure that future generations were aware of the need to know and care for the oceans.

The ocean literacy framework and approach has been developed by a group of educators and scientists in the United States, and then adapted by European, Asian and African scientists and educators.

The IOC promotes the dissemination and the use of ocean literacy materials and resources to schools and students from all around the world, manages an ocean literacy portal which acts as one-stop-shop for ocean literacy resources, and organizes training and capacity development activities in collaboration with other IOC units and with the Ocean Teacher Global Academy.

IOC Ocean Literay Activities

A Science Framework for K-12 Science Education provides the blueprint for developing the Next Generation Science Standards (NGSS). The Framework expresses a vision in science education that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.
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The Framework will help teachers to specifies that each performance expectation must combine a relevant practice of science, with a core disciplinary idea and crosscutting concept, appropriate for students of the designated grade level. In the future, science assessments will not assess students’ understanding of core ideas separately from their abilities to use the practices of science. They will be assessed together, showing students not only “know” science concepts; but also, students can use their understanding to investigate the natural world through the practices of science inquirí.

Engaging in the practices of science helps students understand how scientific knowledge develops; such direct involvement gives them an appreciation of the wide range of approaches that are used to investigate, model, and explain the world.

The actual doing of science can also pique students’ curiosity, capture their interest, and motivate their continued study.

Students may then recognize that science can contribute to meeting many of the major challenges that confront society today, such as generating sufficient energy, preventing and treating disease, maintaining supplies of fresh water and food, and addressing climate change.

Any education that focuses predominantly on the detailed products of scientific labor— the facts of science—without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science (Framework 2012, pp. 42-43)

The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below:

  1. Asking questions (for science) and defining problems (for engineering)
  2. Developing and using models
  3. Planning and carrying out investigations
  4. Analyzing and interpreting data
  5. Using mathematics and computational thinking
  6. Constructing explanations (for science) and designing solutions (for engineering)
  7. Engaging in argument from evidence
  8. Obtaining, evaluating, and communicating information

The NGSS is very useful to create approprite learning designg and to evaluate students knowlwedge , competences and sckills and helps teachers to describe what each of these eight practices implies and what students can do; it helps teacher to understand the performance expectations.

The framework facilitate s teacher to do rubrics for students self assesment

The Ocean Literacy Framework is comprised of two consensus documents:
Ocean Literacy: The Essential Principles of Ocean Sciences K-12 (also known as the Ocean Literacy Principles) and Ocean Literacy Scope and Sequence for Grades K-12 (also known as the Scope & Sequence).

The Ocean Literacy Framework comprises this guide, the more detailed Ocean Literacy Scope and Sequence for Grades K–12, the Alignment of Ocean Literacy to the Next Generation Science Standards, The Scope and Sequence then provides educators with guidance as to what students need to comprehend in Grades K–2, Grades 3–5, Grades 6–8, and Grades 9–12 in order to achieve full understanding of the Essential Principles.

The alignment of Ocean Literacy to the Next Generation Science Standards (2015) shows the explicit, and sometimes nuanced relationship between the Ocean Literacy Framework and the Next Generation Science Standards (NGSS). Many ideas about the ocean are included directly in NGSS. In other cases, the ideas about the ocean are not explicit, but are essential for students to achieve a full understanding of the basic disciplinary ideas and performance expectations of the NGSS.

The Ocean Literacy Framework has been used to guide the work of standards committees, curriculum designers, teachers and scientists engaged in education.
Kepping this in mind teachers créate learning designs using Augmented RealityVirtual Reality… teachers apply inmersive and creative learning

In a schoo visit students can sxplore the different animals that grow in the Aquarium Finisterrae pools. Choose one of the animals and do a research work about the animal. Create information using different formats: video, link, photographs, recipes, fish description, collection of images...

Using Blippar, create a blipp about your chosen fish, with all fish create your Class Shoal fish Publish your work in Internet and also at your school hall to other sntudents visit it.

n the Blippar information students include where does the fish grow, features, where to fish it, which are the best markets to find them… When we visited the aquariun we also vistited the Fish Market ( someone visits A Coruña should go to the fish market) it has the best fish and seafood, so in the description of each fish students uncluded a recipe with the fish they are working on. Working with Augmanted Reality is easy to be creative for students and teachers



Teaching and Learning Map

Fish: Pdf: info about the fish Gallery: pictures Recipes: how we can eat this fish Map: where the fish grows Aquarium info: location, telephone ,..



Explore the different animals that grow in the Aquarium Finisterrae pools. Choose one of the animals and do a research work about the animal.

Create information using different formats: video, link, photographs, recipes, fish description... Present the animal using AR.

Student do a link to the aquaria , telephone … how to book a visit ...

A gallery of fotographs

The área where it grows , main characteristics

A recipe using the fish

Photographs produce videos

When they visit the aquaria they can vesit the Nursing Grounds for Fish the the school build for the aquaria

The aquariunm finisterrae during the pandemia did virtual visits for students at our school. It was very exciting

The aquariunm can also be bring to the school Aquarium Finisterrae makes virtual visits to the Aquarium for one class


The Big Picture

The class is going to create a Shoal fish with augmented reality using Blippar. You are going to introduce the fish that we can see in a tank the Aquarium Finisterrae in A Coruña. Please provide all the information that is necesary to get knowledge about the about the species that live in that tank at the the Aquarium
Students will achieve the eight practices of science that the Framework identifies as essential for all students to learn:

The project will lead the students to:

Offer visible and reallistic information using Augmented Reality.

Students should explore patterns of behaviour in animals (fish) by posing, selecting or being given scientifically orientated questions to investigate. They should then Plan a visit to an aquarium to observeanimals in their natural habitat at some point over this first

Analyse & Explain
Students should begin to analyse the data they have gathered by discuss it with each other and their teacher. They should begin to consider the possible explanations Students will be asked to create information about what they’ve found out about a fish Students should work collaboratively to begin to apply their understanding to start to consider how they can create a visual representation that moves authentically and accurately. Students will propare a template- with the information they need

The aim of this phase is for students to develop their idea of how to create an accurate shoal of fish as well as to consider fish position and how this influencesthe overall appearance of the shoal. Students should create their blipps to represent each fish

Comunicate results
Students will install produce their blips , when they are ready to present to the calss or the wider school community to share their explanation of this sort of behaviour in fish and to justify their choices of material and display At the class a gropup of five will assess the whole process Students then need to reflect collaboratively on the effectiveness of the materials used in representing fish in a Tank


Creative Pedagogies

Is the ability to develop something new and adapt to new situations in order to enable effective learning. We use AR to learn about fish. Students search for information and they produce their blips adding information like:

With all fish students build an acuarium. Other students can visit the acuarum built at school hall and with the help of an iPad they can see the acuarium and learn about fisf that gous in the área or in the Aquarium Finiterrae. The material created by students can be used for other students learning when they wach it with VR Glases and they have to do a work or answer a questionaire

Students explain the work they did.

At the class a gropup of five students will assess the whole process Students then need to reflect collaboratively on the effectiveness of the materials used in representing fish in a Tank.

In assesment students will use the error as part of the learning process.




AR is a resource the using a picture We provide information on the aspect explain above. Seeing a picture with an iPad can be a source of knowledge. Students have the opportunity to learn in an engaging way.

To prepare the blipp students first create materials like:

The activity with blippar is easy for students. They have to try to be creative and add information also about the Aquarium : telephone, address, tickets Price

This complext task implies the acquisition of knowledge and the development of many skills and competencias like:

Digital skills adquired;

Knowledge adquired:


Teacher Reflections

Working with AR let students search for information and acquire knowledge and skills in a engaging way . Teachers should use this kind of tools to propose students complex and effective tasks.

This type of activities are a big motivating for students They learn to do research work, créate the materials ( recipes, info about fish, pictures gallery,… ) implement the bleep , and communicate results.

When creating materials , the teacher students to assess these using the rubric that would assess their own work. Not only did students better understand the rubric, they better understood the expectations for their learning process. Students assess their own work. This can be using a rubric or by simply providing feedback made by a students group . Teacher and students w’ll write first the criteria on the whiteboard all together . The students who do the assesment. They do it in a reasoned way. This helps students to see their work from a new perspective, and often will encourage students to make revisions before they submit or present their final work.

After a task or lesson, the teacher will also let students see when they make a mistake, so they can reflect and express what he had learned from this. I reflect on these in the same way I would like my students to do after their own mistakes a learning opportunity.


Design Material

Learning design is a creative process based on the design of new complex and innovative practices, activities, resources and tools, that will support the learning objectives in a proposed educational context.

Working with learning design should be based in 4 aspects:

  1. knowledge within the subject matter, which teachers bring in
  2. knowledge based on pedagogical theory, where the teacher(s) have a big impact,
  3. a minimum of technological know-how is important for the teacher implement learning practices and apply innovative & creative methods
  4. experience within the field of practice, which the teacher also brings into the design process; learning design should generate innovation in teaching practices. (Maina et al., 2015; Mor and Craft, 2012).

Teaching staff from the School often develop learning designs This type of learning designs need a focused and well-described content, which is often seen to challenge the teachers in the development process. In this preces they need follow five steps:ç

  1. Get a topic and write the script and development of the design and choose the digital tools he/ she is going to use
  2. Description of activities/tasks, tasks, working methods, learning goals (who, what, where, why?)
    • Learning goals - expected leaning outcomes
    • Tasks to develop these competences towards the learning outcomes
    • Skills and competences necessary to reach the expected outcomes: target skill & emergent skills
    • Leaning outputs – through all stages (assessment)
    • Provide de Digital Tools to be used and the needed tutorial /training
  3. Production of materials using digital tools
  4. Implementation of design
  5. Working methods and assesment

Many teachers get involved in the design of learning materials and try to be creative and design complex and innovative tasks that, with the support of digital technologies, improve the learning process. This activities and tasks can be enriched with emergent technologies like VR/ AR Teachers propose learning activities based in real tasks eg.

Your class is going to create a Shoal fish and you are to place it at the school hall to other students visit it. Each student will present a fish using Augmented Reality (using Bippar). Please provide all the information that is necesary to get knowledge about the about the specie usining any type of file Pdf, images gallery, videos, … to present the information you like to provide the visitors : Information about the fish, the area where it grows, where it is fished, where it is consumed more, recipes that we can prepare with that fish.

The working metods that we used was immersive learning , active and collaborative learning as well as learning by doing . The creative activities proposed produced the necessary enthusiasm towards the knowledge of the oceans and the acquisition of digital skill not only for the mastery of the subject but also that these skills are used by the students to carry out history works like Spanish monuments

The evaluation is a critical part in learning design, we use e-portfolio it includes:

The final product made by a group os students is assesed by other goup and they evaluate.
Evaluation of the group work

Has it got relevant information?, The contents have been presented using quality podcasts, videos, texts, images.., The work is it Clear?, Does it use appropritate digital tools Tools ?, What will you add? what do you add to make it better ?, Was the presentation appropriate in content and in using foreing language, Teachers evaluation, teacher’s observation sheet, Field notes, Evaluationof the final resuts ( rubrica, e-portfolio, evaluation group, … )