KIM GARCIA

EDUC 4373- ENVIRONMENTAL EDUCATION

ELLEN FIELD
THURSDAY, NOVEMBER 1ST, 2018
 WHAT IS IT?
• PROTECTION AND CONSERVATION OF LOCAL WATERSHEDS, THE WORLDS’ OCEANS AND SPECIAL OCEAN AREAS
EX. NATIONAL MARINE SANCTUARIES
• PROVIDES PROJECTS RELATED TO CONSERVATION
• GIVES A RANGE OF ACTIVITIES AND OPPORTUNITIES TO PARTICIPATE IN ENVIRONMENTAL AND SUSTAINABLE
ACTIVITIES
• PROVIDES LEARNING PROGRAMS AND OPPORTUNITIES
- REFLECT ON ENVIRONMENTALLY SUSTAINABLE PRACTICES
- ACTIVITY AND COMMITMENT
• GIVES THE “BEST” ENVIRONMENTAL PRACTICES WITHIN LOCAL COMMUNITY
- SUPPORTS POSITIVE IMAGE OF SCHOOL
(2.NATIONAL OCEAN SERVICE, N.D)
 REACH
• 6,689 STUDENTS
• 35 SCHOOLS
• 246 STAFF/TEACHERS
• 258 COMMUNITIES
• SERVES 12 SCHOOLS FROM LOW ECONOMIC AREAS
- 12 MARYLAND
- 3 WASHINGTON
- 1 OREGON
- 29 IN CALIFORNIA
(2.NATIONAL OCEAN SERVICE, N.D)
 IMPACT (2010- 2017)

56, 363 KG OF TRASH

8,853 REUSABLE BAGS DISTRIBUTED
1,223 BINS INSTALLED
416, 858 SQUARE METRES OF NON-NATIVE PLANTS REMOVED
(2. NATIONAL OCEAN SERVICE, N.D)
 PROGRAM GUIDELINES AND REQUIREMENTS
• HANDS-ON SCHOOL- OR COMMUNITY-BASED PROJECT
- FUNDS WATERSHED AND/OR OCEAN STEWARDSHIP PROJECTS.
- PROPOSE HANDS-ON PROJECTS THAT MAKE A DIFFERENCE IN THE HEALTH AND PROTECTION OF THEIR LOCAL
WATERSHEDS AND/OR OCEAN
OCEAN CONNECTION
- PROPOSED PROJECT MUST MAKE A CONNECTION TO THE HEALTH AND PRESERVATION OF YOUR LOCAL
WATERSHED, OCEAN AND/OR SPECIAL OCEAN AREAS LIKE NATIONAL MARINE SANCTUARIES
NATIONAL MARINE SANCTUARIES  AS A PARTICIPANT IN THE OCEAN GUARDIAN SCHOOL GRANT PROGRAM,
YOU ARE REQUIRED TO EDUCATE YOUR STUDENTS ABOUT THE NATIONAL MARINE SANCTUARY SYSTEM INCLUDING
AT LEAST ONE OF THE SANCTUARIES, PREFERABLY THE ONE THAT IS CLOSEST TO YOUR SCHOOL AND/OR
CONNECTED TO YOUR GRANT PROJECT.
WATERSHED EDUCATION ALL PROJECTS MUST INCLUDE LEARNING OPPORTUNITIES AROUND WATERSHED
IDENTIFICATION. BY THE END OF THE YEAR, STUDENTS SHOULD BE ABLE TO IDENTIFY IN WHAT WATERSHED THEIR
SCHOOL IS LOCATED AS WELL AS SOME OF THE SURROUNDING WATERSHEDS.
(2. NATIONAL OCEAN SERVICE, N.D)
SCHOOL AND COMMUNITY OUTREACH
1. SCHOOL OUTREACH
a. PROJECT INTRODUCTION PRESENTATION
- START OF THE SCHOOL YEAR, YOU ARE REQUIRED TO FORMALLY PRESENT/COMMUNICATE
YOUR OCEAN GUARDIAN PROJECT TO YOUR SCHOOL COMMUNITY.
- PROJECT INTRODUCTION PRESENTATION.
- TAKE PLACE WITHIN THE FIRST EIGHT WEEKS OF THE SCHOOL YEAR. THERE IS NO MANDATED
FORMAT FOR THIS INITIAL PRESENTATION.
- BEST MEANS FOR YOUR SCHOOL TO LET YOUR STUDENTS, TEACHERS, STAFF AND EVEN
PARENTS KNOW ABOUT YOUR OCEAN GUARDIAN PROJECT.
- EX. SCHOOL-WIDE ASSEMBLY, INDIVIDUAL CLASSROOM PRESENTATIONS GIVEN BY TEACHERS
AND/OR STUDENTS, SERIES OF MORNING ANNOUNCEMENTS, SERIES OF EMAIL/NEWSLETTER
ARTICLES
(2. NATIONAL OCEAN SERVICE, N.D)
B. PROJECT WRAP-UP
- AT THE END OF THE SCHOOL YEAR, STUDENTS WHO HAVE BEEN INVOLVED WITH THE OCEAN
GUARDIAN PROJECT WILL PRESENT SOME ASPECT OF THE PROJECT TO THE ENTIRE STUDENT BODY
EX. FORMAL PRESENTATIONS, VIDEOS, READINGS, ARTWORK, SONGS, PLAYS, POEMS, ETC.
2. COMMUNITY OUTREACH
- COMMUNITY OUTREACH LED BY A GROUP OF STUDENTS WHO ARE INVOLVED IN THE PROJECT. DO
NOT LIMIT YOUR OUTREACH TO POSTINGS ON YOUR SCHOOL WEBSITE.
EX. STUDENT PRESENTATIONS TO PARENT-TEACHERS ASSOCIATION, SCHOOL BOARD, CITY COUNCIL,
OTHER SCHOOLS, STUDENT PRESENTATIONS/PARTICIPATION IN LOCAL COMMUNITY
FESTIVALS/FAIRS/EVENTS, STUDENT WRITTEN LETTERS TO LOCAL PAPERS, POLITICAL REPRESENTATIVES,
BUSINESS LEADERS, COMMUNITY ORGANIZATIONS, ETC., STUDENT CREATED EDUCATIONAL
INFORMATION DISTRIBUTED TO COMMUNITY NEIGHBORHOODS, BUSINESSES, ETC.
(2. NATIONAL OCEAN SERVICE, N.D)
 OCEAN GUARDIAN SCHOOL VIDEOS

Video 1- School Impact Video 2- “Thank you”

• 70 schools
• 30,043 students
• 988 recycling and compost bins
• 110, 032 pounds of trash removed
• Focused on the pollution in the ocean
(2. National ocean service, n.d)
• Reduce waste
• Interview with Naomi Polluck, Program coordinator
• Zero waste schools
• Student outreach
- Educate family
- Letter writing campaigns
• Focus on the impact of non-native plants
- Plant native plants, organic gardens and bioswales
• Focus on the life of wetlands
- Write poetry
- Create art
 GRANT APPLICATION FORM

• DATE: [MM/DD/YYYY]
• SCHOOL NAME: SCHOOL ADDRESS: CITY: STATE: ZIP: COUNTY:
• IS YOUR SCHOOL TITLE 1? YES NO
• PERCENT OF SCHOOL ON FREE/REDUCED LUNCH:
• NAME OF THE WATERSHED IN WHICH YOUR SCHOOL IS LOCATED (BE AS SPECIFIC AS POSSIBLE)
• HAS YOUR SCHOOL APPLIED FOR AN OCEAN GUARDIAN SCHOOL GRANT PRIOR TO THIS
APPLICATION? YES NO
• IF YES, IN THE GREY BOX BELOW, PLEASE LIST APPLICATION DATES AND INDICATE WHETHER YOU
RECEIVED FUNDING. (500 CHARACTER LIMIT) IF YOU ARE APPLYING FOR A 4TH OR 5TH YEAR,
PLEASE ANSWER QUESTION #13.
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
• SCHOOL PRINCIPAL & LEAD TEACHER/PROJECT COORDINATOR (ONE CONTACT ONLY)
- NAME:
- PHONE:
- EMAIL DURING SCHOOL:
- EMAIL DURING SUMMER:
1. AMOUNT OF FUNDING REQUESTED: THIS AMOUNT SHOULD EQUAL THE TOTAL BUDGET ON YOUR BUDGET
FORM WHO WILL BE DIRECTLY PARTICIPATING IN YOUR PROPOSED PROJECT, THE ENTIRE STUDENT BODY, A
GRADE(S), A CLASS(ES)?
2. NUMBER OF GRADE LEVELS DIRECTLY PARTICIPATING IN THE PROJECT:
3. NUMBER OF CLASSES DIRECTLY PARTICIPATING IN THE PROJECT:
4. NUMBER OF STUDENTS DIRECTLY PARTICIPATING IN THE PROJECT:
5. NUMBER OF TEACHERS DIRECTLY PARTICIPATING IN THE PROJECT:
6. TOTAL NUMBER OF STUDENTS IN ENTIRE SCHOOL:
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
7. PROPOSED PROJECT PATHWAY: SELECT ONE OF THE PATHWAYS LISTED BELOW.
 WATERSHED RESTORATION
 SCHOOLYARD GARDEN/HABITAT
 ENERGY & OCEAN HEALTH
 MARINE DEBRIS
 REFUSE/REDUCE/REUSE/RECYCLE/ROT
8. PROJECT CLEARANCE: UPON RECEIPT OF GRANT FUNDING, YOUR SCHOOL MUST BE READY AND ABLE TO MOVE
FORWARD WITH ITS OCEAN GUARDIAN SCHOOL PROJECT AS DESCRIBED IN THIS PROPOSAL. THIS MEANS YOUR SCHOOL
MUST HAVE RECEIVED ANY NECESSARY PERMITS AND/OR PERMISSION FROM SCHOOL AND/OR OTHER OFFICIALS AT THE
TIME YOU SUBMIT YOUR APPLICATION. PLEASE TELL US WHICH OFFICES HAVE PROVIDED PERMISSION FOR THE PROPOSED
PROJECT (CHECK ALL THAT APPLY):
 SCHOOL PRINCIPAL
 CITY OFFICIALS
 SCHOOL DISTRICT
 COUNTY/STATE OFFICIALS
 CITY/COUNTY/STATE NATIONAL PARKS (NOAA OCEAN GUARDIAN SCHOOL, N.D)
9. PROJECT DESCRIPTION
- WHAT IS THE MAIN GOAL(S) OF THE PROJECT?
- WHAT WILL YOUR PROJECT ACCOMPLISH DURING THE SCHOOL YEAR?
- WHO IS INVOLVED IN THE PROJECT FROM THE SCHOOL AND/OR COMMUNITY?
- WHERE IS THE PROJECT TAKING PLACE?
- HOW WILL THE PROJECT BE IMPLEMENTED. DESCRIBE A FEW OF THE PROJECT ACTIVITIES.
10. PROJECT TIMELINE & OUTCOMES:
ENTER AT LEAST THREE ACTIVITIES AND THEIR RELATED OUTCOMES. SAMPLE ANSWERS HAVE BEEN
ENTERED IN THE FIRST LINE. TIME PERIOD/DATE - WHEN IS THE PROJECT ACTIVITY TAKING PLACE?
ACTIVITY/EVENT - WHAT IS THE PROJECT ACTIVITY THAT IS TAKING PLACE? OUTCOMES - WHAT ARE
THE DESIRED ACCOMPLISHMENTS/OUTCOMES YOU HOPE TO ACHIEVE FROM THE ACTIVITY?
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
11. MEASURABLE DATA: WHAT MEASURABLE DATA WILL YOU COLLECT DURING YOUR PROJECT? FOR
EXAMPLES OF MEASURABLE DATE, PLEASE REFER TO PAGE 3 OF “PROJECT GUIDELINES AND
REQUIREMENTS” (WHICH CAN ALSO BE FOUND ON THE OCEAN GUARDIAN SCHOOL "APPLY NOW!"
WEBPAGE).
12. DESCRIBE YOUR PROJECT'S INTERNAL OUTREACH STRATEGY. INTERNAL OUTREACH MAY INCLUDE
SOME OR ALL OF THE FOLLOWING SCHOOL OUTREACH ACTIVITIES: STUDENT PRESENTATIONS TO
PEERS (IN THEIR SCHOOL OR WITH OTHER LOCAL SCHOOLS), STUDENT PRESENTATIONS TO SCHOOL
TEACHER/STAFF MEMBERS, COMMUNICATING WITH THE PARENT COMMUNITY (PTO/PTA), ETC.
13. DESCRIBE YOUR PROJECT'S EXTERNAL OUTREACH STRATEGY. EXTERNAL OUTREACH MAY INCLUDE
STUDENT COMMUNICATIONS WITH COMMUNITY MEMBERS/ORGANIZATIONS, CITY COUNCIL
MEMBERS, ELECTED OFFICIALS, THE LOCAL NEWSPAPER OR OTHER PUBLIC ENTITIES. IT MAY ALSO
INVOLVE STUDENTS SPEAKING AT CONFERENCES, SHARING THEIR PROJECTS VIA SOCIAL MEDIA, OR
MAINTAINING A SCHOOL BLOG. PLEASE DO NOT LIMIT YOUR SCHOOL'S EXTERNAL OUTREACH TO
ONLINE (SOCIAL MEDIA, SCHOOL WEBSITE, BLOGGING) PLATFORMS
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
14. ACKNOWLEDGING THE NOAA OCEAN GUARDIAN SCHOOL PROGRAM: IT IS HIGHLY
IMPORTANT THAT YOU ACKNOWLEDGE THE OCEAN GUARDIAN SCHOOL PROGRAM WHEN
CONDUCTING ANY OUTREACH/COMMUNICATION TASKS. THIS CAN BE DONE BY USING THE
OFFICIAL OCEAN GUARDIAN LOGO ON ANY DIGITAL OR PHYSICAL PRODUCTS YOU SHARE,
MENTIONING THE GRANT PROGRAM IN PRESENTATIONS, ETC. OUTLINE BELOW HOW YOU PLAN
TO INCORPORATE THE OCEAN GUARDIAN SCHOOL PROGRAM INTO YOUR OUTREACH EFFORTS.
15. IF YOU ARE APPLYING FOR A 4TH OR 5TH YEAR OF FUNDING, DESCRIBE THE WAYS IN
WHICH YOUR PROJECT IS BECOMING INTEGRATED INTO THE SCHOOL AND BECOMING A
SUSTAINABLE PART OF THE SCHOOL’S ACTIVITIES, POLICIES, AND CULTURE
• BUDGET FORM
• CURRENT GRANT RECEIPT FOR GRANT FROM PREVIOUS YEAR
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
 CURRENT GRANT RECEIPT INFORMATION

1. PLEASE LIST YOUR REMAINING BUDGET TOR DATE

2. IF YOU HAVE FUNDS REMAINING, HOW DO YOU PLAN ON SPENDING THEM BEFORE THE
END OF THE YEAR?
3. IN THE SPACE BELOW, PLEASE LIST YOUR CURRENT PROJECT’S ACCOMPLISHMENTS TOR DATE
(E.G., OUTREACH ACTIVITIES, MEASURABLE DATA, ETC.). THIS INFORMATION MAY BE
PROVIDED IN A BULLETED LIST, SHORT PARAGRAPH, OR OTHER INFORMAL MANNER.
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
Ocean literate person
• understands the Essential Principles and
fundamental concepts about the
functioning of the ocean
• Communicate about the ocean in a
meaningful way
• Able to make informed and responsible
decisions regarding the ocean and its
resources
Climate literate person
• understands the essential principles of all
aspects of the Earth system governing
climate patterns that of the ocean; are
presented in this document;
• Knows how to gather information about
climate and weather
• How to distinguish credible from non-
credible scientific sources on the subject
• Communicate about climate and climate
change in a meaningful way
(2.National ocean service, n.d)
 RUBRIC

• RECOGNITION RUBRIC:
- BASIS FOR DETERMINING FINAL OCEAN GUARDIAN SCHOOL STATUS AND AWARDING THE
OFFICIAL OCEAN GUARDIAN SCHOOL BANNER.
- USED TO SCORE HOW WELL YOUR SCHOOL MEETS THE GRANT REQUIREMENTS.
- LEAD TEACHER WILL RECEIVE AN ELECTRONIC COPY OF THE RECOGNITION RUBRIC TO HELP
TRACK THE SCHOOL’S PROGRESS TOWARDS BECOMING AN OCEAN GUARDIAN SCHOOL.
(2.NATIONAL OCEAN SERVICE, N.D)
 2010-2016
Awarding grant $ 682,372
Number of schools 84
Note: schools who received
more than one grant were
counted once
Number of students 41, 278
Note: included the schools
being funded and schools
who extended their projects
(2. National ocean service, n.d)
 Measurable data (2010-2016)
Square feet of non-native plants removed 171, 108
Square feet of turf removed 29,616
Linear feet of bank stabilization 2, 070
Number of native fruit trees planted 3, 228
Number of native perennials planted 28, 137
Square feet of native plants planted 117, 152
Pounds of trash removed 123, 189
Number of recycling bins 776
Number of compost bins 362
Pounds of compost collected due to food waste 1, 387
Pounds of reused clam and oyster shells 6, 000
Pounds of e-waste recycled 5, 131

(2.National ocean service, n.d)

 BUDGET

• FIELD TRIPS: THE OCEAN GUARDIAN SCHOOL GRANT WILL FUND FIELD TRIPS.
- LIMITED TO 30% OF THE TOTAL PROJECT BUDGET.
- SUPPLEMENT THE PROJECT ACTIVITIES AND LEARNING OPPORTUNITIES.
- EXPENSES MAY INCLUDE ENTRANCE FEES AND TRANSPORTATION.
• STIPENDS: THE OCEAN GUARDIAN SCHOOL GRANT WILL FUND STIPENDS FOR TEACHERS,
STAFF, PARENTS, AND/OR COMMUNITY PARTNERS.
- LIMITED TO 30% OF THE TOTAL PROJECT BUDGET.
- INCLUDE PAYMENT FOR SUBSTITUTE TEACHERS NEEDED DURING PROJECT ACTIVITIES.
(NOAA OCEAN GUARDIAN SCHOOL, N.D)
 Measurable data (2010-2016)
Number of reusable bags distributed 7,870
Number of reusable bottles distributed 10, 187
Number of single-use bottles not used due to hydration stations 108,857
Number of rain barrels 47
Gallons of water reclaimed from water catchment system 5, 425
Number of storm drains stenciled 63
Number of wildlife structures built 115
Number of nurdles removed 9,767
Energy reduction kwh 186, 368
Energy smart power strips 30
Number of official bike to school days 12

(2. National ocean service, n.d)

 WHAT ARE NURDLES

• RAW MATERIAL USED IN THE MANUFACTURE OF PLASTIC PRODUCTS SUCH AS DRINK BOTTLES, CAPS
AND FOOD CONTAINERS.
• PLASTIC RESIN PELLETS
• 5MM IN DIAMETER AND LABELLED AS ‘MICRO-PLASTICS’.
• MAY BE BRIGHTLY COLOURED
- COLOURLESS OR OPAQUE
- TURN SHADES OF LIGHT YELLOW OR BROWN OVER TIME. IN WATER
- RESEMBLE FISH EGGS.
( VICTORIA STATE GOVERNMENT, 2018, PARA. 1 AND 2)
 WHAT IS THE ISSUE WITH
NURDLES
• PELLETS SPILT BY INDUSTRY CAN ENTER FRESHWATER AND MARINE
ENVIRONMENTS.
• ATTRACT AND CARRY CHEMICAL POLLUTANTS ON THEIR SURFACES.
• AQUATIC AND MARINE ANIMALS THAT EAT PELLETS CAN BECOME SICK OR DIE.
• ENTER THE FOOD CHAIN AND IMPACT HUMAN HEALTH
• GRADUAL WEATHERING OF THE PLASTIC MEANS THAT THEY TEND TO
FRAGMENT INTO SMALLER AND SMALLER PIECES
• A STUDY ON LORD HOWE ISLAND (600KM EAST OF AUSTRALIA’S MAINLAND)
FOUND SIGNIFICANT LEVELS OF INGESTED PLASTIC IN SHEARWATER SEABIRDS
- RESULTED IN REDUCED BODY CONDITION AND INCREASED CONTAMINANT
LEVELS IN THEIR FEATHERS
( VICTORIA STATE GOVERNMENT, 2018, PARA. 3-8)

This Photo by Unknown Author is licensed under CC BY-NC-ND

 SAMPLE PROJECTS

• 5 RS – REFUSE, REDUCE, REUSE, RECYCLE AND ROT

• SCHOOLYARD HABITAT AND/OR GARDEN
• WATERSHED RESTORATION
• CLEAN MARINE DEBRIS
• TRACK ENERGY USE AND OCEAN HEALTH
(NATIONAL OCEAN SERVICE, N.D)
1. RESTORATION - WATERSHED/WETLAND RESTORATION, FISH HABITAT CREATION,
SHORELINE/BANK STABILIZATION
2. REFUSE/REDUCE/REUSE/RECYCLE/ROT - SCHOOL-WIDE RECYCLING/COMPOSTING PROGRAMS,
REDESIGN AND IMPLEMENTATION OF SCHOOL-BASED WASTEWATER SYSTEM, SCHOOL-WIDE
GREEN PURCHASING PROGRAM, ZERO WASTE LUNCH PROGRAM
3. MARINE DEBRIS - REDUCING SINGLE-USE PLASTICS IN SCHOOL, PROMOTING REUSABLE BAGS IN
LOCAL COMMUNITY/STORES
4. SCHOOLYARD HABITATS/GARDENS - CREATING OR IMPROVING SCHOOL
GARDENS/SCHOOLYARD HABITATS WITH AN EMPHASIS ON NATIVE PLANTS, LOW WATER USE,
RAIN CATCHMENT SYSTEMS, ETC. WHILE CLEARLY CONNECTING THESE ACTIVITIES TO THE HEALTH
AND PRESERVATION OF THE LOCAL WATERSHED AND/OR OCEAN
5. ENERGY & OCEAN HEALTH - SCHOOL ENERGY AUDITS/CARBON FOOTPRINT CALCULATIONS
RESULTING IN ENERGY SAVING PLANS (I.E., “POWER DOWN” CAMPAIGN, “NO IDLING”
CAMPAIGN, BIKE TO SCHOOL DAYS, LIGHT BULB/COMPUTER ENERGY SAVING PLANS, ETC.),
CLEAN ENERGY ALTERNATIVES SUCH AS WIND/SOLAR PROJECTS, WATER SAVINGS PROJECTS,
TREE PLANTING PROJECTS
(NATIONAL OCEAN SERVICE, N.D)
 ZERO WASTE WEEK

• SCHOOL DRIVEN
• WEEK LONG
• FOCUS: REDUCE SINGLE-USE PLASTIC ITEMS (I.E. WATER BOTTLES)
• RAISE SCHOOL AND COMMUNITY AWARENESS TO REDUCE WASTE AND OCEAN STEWARDSHIP
• MARCH 19-APRIL 20
• SET UP RECYCLING AND COMPOST BINS
• DOCUMENT LITTER HOTSPOTS
(NATIONAL OCEAN SERVICE, N.D)
 SKIP THE STRAW

• 500 MILLION STRAWS THAT ARE USED PER DAY IN THE US

• AVERAGE PERSON USES 1.6 STRAWS PER DAY
• CLEANUP ORGANIZERS AND VOLUNTEERS TO SEA TURTLE CONSERVATION GROUPS AND
SCHOOLS,
- COLLABORATING WITH PEOPLE WHO CARE ABOUT MAKING A DIFFERENCE
- TAKING ACTION EVERY DAY TO HELP THEIR COMMUNITIES REDUCE SINGLE-USE PLASTIC
(OCEAN CONSERVANCY, 2018)
TWEETS FROM @SKIPTHESTRAW
 EARTH DAY
• MONDAY APRIL 22, 2019
• SOLVE CLIMATE CHANGE, TO END PLASTIC
POLLUTION, TO PROTECT ENDANGERED SPECIES,
AND TO BROADEN, EDUCATE, AND ACTIVATE THE
ENVIRONMENTAL MOVEMENT ACROSS THE
GLOBE

• 50TH ANNIVERSARY IN 2020

• GROW THE ENVIRONMENTAL MOVEMENT AND
TO INSPIRE AND MOBILIZE THE NEXT
GENERATION OF LEADERS TO CREATE A HEALTHY
SUSTAINABLE FUTURE
(EARTH DAY NETWORK, 2018)
 GAMES AND ACTIVITIES

• SANCTUARY SAM & GAMES

- MEET SANCTUARY SAM
- GAMES @ NOAA, STELLWAGEN BANK QUIZ
• COLORING PAGES AND PUZZLES
- SEA TURTLES
- CORAL REEF
- PACIFIC REEF COLORING BOOK
- ACTIVITY BOOKS, INTERACTIVE MAPS, TOUR USS MONITOR
(1. NATIONAL OCEAN SERVICE, N.D)
 SUPPORTS
• GENERAL ENVIRONMENTAL/MARINE EDUCATION
• MARINE DEBRIS/PLASTIC POLLUTION
• WATERSHED RESTORATION
• MEDIA RESOURCES
• REUSE, REDUCE, RECYCLE, ROT
• ENVIRONMENTAL CAMPAIGNS AND PROGRAMS
• ENERGY AND OCEAN HEALTH
(3.NATIONAL OCEAN SERVICE, N.D)
 ONTARIO CURRICULUM CONNECTIONS

• GRADE 2- AIR AND WATER IN THE ENVIRONMENT

• GRADE 3- SOILS IN THE ENVIRONMENT
• GRADE 4- ROCKS AND MINERALS
• GRADE 5- CONSERVATION OF ENERGY AND RESOURCES
• GRADE 7: INTERACTIONS IN THE ENVIRONMENT
• GRADE 8: WATER SYSTEMS
(MINISTRY OF ONTARIO, 2007)
 PRIMARY GRADES
GRADE 2- AIR AND WATER IN THE ENVIRONMENT
1.1 ASSESS THE IMPACT OF HUMAN ACTIVITIES ON AIR AND WATER IN THE ENVIRONMENT, TAKING DIFFERENT POINTS OF VIEW INTO CONSIDERATION

2.2 INVESTIGATE, THROUGH EXPERIMENTATION, THE CHARACTERISTICS OF AIR (E.G., AIR TAKES UP SPACE, HAS MASS) AND ITS USES (E.G., LIVING THINGS BREATHE AIR TO STAY ALIVE;
AIR MAKES CERTAIN ACTIVITIES POSSIBLE: HELPS KEEP A KITE FLYING AND A SAILBOAT MOVING)

2.3 INVESTIGATE, THROUGH EXPERIMENTATION, THE CHARACTERISTICS OF WATER (E.G., WATER TAKES UP SPACE, FLOWS OR MOVES WHEN NOT CONTAINED, HAS MASS) AND ITS USES
(E.G., LIVING THINGS NEED WATER TO STAY ALIVE; WATER MAKES THINGS MOVE: SPINS A WATER WHEEL; WATER MAKES CERTAIN ACTIVITIES POSSIBLE: KEEPS A WHITE-WATER RAFT
AFLOAT)

2.4 INVESTIGATE THE STAGES OF THE WATER CYCLE, INCLUDING EVAPORATION (E.G., HEAT WATER IN A KETTLE), CONDENSATION (E.G., COLLECT THE WATER VAPOUR FROM THE KETTLE
ON AN OVERTURNED MIRROR), PRECIPITATION (E.G., ALLOW THE WATER VAPOUR ON THE OVERTURNED MIRROR TO COLLECT, COOL, AND DROP), AND COLLECTION (E.G., LET THE
DRIPPING WATER ACCUMULATE IN A CONTAINER)

2.5 INVESTIGATE WATER IN THE NATURAL ENVIRONMENT (E.G., OBSERVE AND MEASURE PRECIPITATION; OBSERVE AND RECORD CLOUD FORMATIONS; OBSERVE WATER FLOW AND
DESCRIBE WHERE IT GOES; OBSERVE A PUDDLE OVER TIME AND RECORD OBSERVATIONS)

3.3 DESCRIBE WAYS IN WHICH LIVING THINGS, INCLUDING HUMANS, DEPEND ON AIR AND WATER (E.G., MOST ANIMALS, INCLUDING HUMANS BREATHE AIR TO STAY ALIVE; WIND
GENERATES ENERGY, DISPERSES SEEDS; ALL LIVING THINGS NEED TO DRINK OR ABSORB WATER TO STAY ALIVE; WATER IS USED FOR WASHING AND BATHING, TRANSPORTATION,
ENERGY GENERATION)

3.4 IDENTIFY SOURCES OF WATER IN THE NATURAL AND BUILT ENVIRONMENT (E.G., NATURAL: OCEANS, LAKES, PONDS, STREAMS, SPRINGS, WATER TABLES; HUMAN-MADE: WELLS,
SEWERS, WATER-SUPPLY SYSTEMS, RESERVOIRS, WATER TOWERS)

3.5 IDENTIFY THE THREE STATES OF WATER IN THE ENVIRONMENT, GIVE EXAMPLES OF EACH (E.G., SOLID – VISIBLE AS ICE, SNOW, SLEET, HAIL, FROST; LIQUID – VISIBLE AS
RAIN, DEW; GAS – VISIBLE AS FOG, WATER VAPOUR), AND SHOW HOW THEY FIT INTO THE WATER CYCLE WHEN THE TEMPERATURE OF THE SURROUNDING
ENVIRONMENT CHANGES (E.G., HEAT – EVAPORATION; COOLING – CONDENSATION AND PRECIPITATION)

(MINISTRY OF ONTARIO, 2007, P. 66-68)

 GRADE 3: SOILS IN THE ENVIRONMENT
1.1ASSESS THE IMPACT OF SOILS ON SOCIETY AND THE ENVIRONMENT, AND SUGGEST WAYS IN WHICH HUMANS CAN ENHANCE POSITIVE
EFFECTS AND/OR LESSEN OR PREVENT HARMFUL EFFECTS

1.2 ASSESS THE IMPACT OF HUMAN ACTION ON SOILS, AND SUGGEST WAYS IN WHICH HUMANS CAN AFFECT SOILS POSITIVELY AND/OR
LESSEN OR PREVENT HARMFUL EFFECTS ON SOILS

2.2 INVESTIGATE THE COMPONENTS OF SOIL (E.G., NONLIVING THINGS SUCH AS PEBBLES AND DECAYING MATTER; LIVING THINGS SUCH AS
ORGANIC MATTER, BACTERIA, EARTHWORMS, AND INSECTS), THE CONDITION OF SOIL (E.G., WET, DRY), AND ADDITIVES FOUND IN SOIL (E.G.,
PESTICIDES, FERTILIZERS, SALT), USING A VARIETY OF SOIL SAMPLES (E.G., SAND, CLAY, LOAM) FROM DIFFERENT LOCAL ENVIRONMENTS, AND
EXPLAIN HOW THE DIFFERENT AMOUNTS OF THESE COMPONENTS IN A SOIL SAMPLE DETERMINE HOW THE SOIL CAN BE USED

2.4 INVESTIGATE THE PROCESS OF COMPOSTING, AND EXPLAIN SOME ADVANTAGES AND DISADVANTAGES OF COMPOSTING (E.G., SET UP A
POP-BOTTLE COMPOSTER IN THE CLASSROOM, AND OBSERVE WHAT HAPPENS OVER TIME)

3.1IDENTIFY AND DESCRIBE THE DIFFERENT TYPES OF SOILS (E.G., SANDY SOIL IS MADE UP OF MINERALS AND TINY PIECES OF ROCK THAT HAVE
COME FROM THE EROSION AND WEATHERING OF ROCKS. IT FEELS GRITTY AND DOES NOT STICK TOGETHER WELL. SANDY SOIL DRAINS EASILY
AND QUICKLY AFTER A RAIN AND WARMS UP QUICKLY IN THE SPRING, BUT DOES NOT HOLD WATER AND NUTRIENTS AS WELL AS CLAY SOIL,
AND IS ERODED MORE EASILY. LOAMY SOIL IS MADE UP OF SAND, SILT, AND CLAY IN RELATIVELY EQUAL AMOUNTS. IT STICKS TOGETHER BETTER
THAN SAND BUT NOT AS WELL AS CLAY. LOAMY SOIL HOLDS WATER AND NUTRIENTS WELL, AND ALSO DRAINS WELL SO THAT SUFFICIENT AIR
CAN REACH THE ROOTS. CLAY SOIL IS A VERY FINE-GRAINED SOIL THAT IS PLASTIC WHEN WET BUT HARD WHEN DRIED. IT FEELS SLICK AND
SMOOTH. CLAY SOILS HAVE POOR DRAINAGE AND AERATION.)

(MINISTRY OF ONTARIO, 2007, P. 79-81)

 JUNIOR GRADES
GRADE 4: ROCKS AND MINERALS
1.2 ANALYSE THE IMPACT ON SOCIETY AND THE ENVIRONMENT OF EXTRACTING AND REFINING ROCKS AND MINERALS
FOR HUMAN USE, TAKING DIFFERENT PERSPECTIVES INTO ACCOUNT (E.G., THE PERSPECTIVES OF MINE OWNERS, THE
FAMILIES OF THE MINERS, ABORIGINAL COMMUNITIES, THE REFINERY WORKERS, MANUFACTURERS OF ITEMS WHO NEED
THE REFINED ROCKS AND MINERALS TO MAKE THEIR PRODUCTS, RESIDENTS WHO LIVE IN COMMUNITIES LOCATED NEAR
REFINERIES AND MANUFACTURING FACILITIES AND WHO ARE CONCERNED ABOUT THE ENVIRONMENT)
2.4 USE SCIENTIFIC INQUIRY/RESEARCH SKILLS (SEE PAGE 15) TO INVESTIGATE HOW ROCKS AND MINERALS ARE USED,
RECYCLED, AND DISPOSED OF IN EVERYDAY LIFE (E.G., NICKEL AND COPPER ARE MADE INTO COINS; COINS THAT ARE
OUT OF CIRCULATION CAN BE MELTED DOWN AND THE METAL CAN BE USED FOR MAKING OTHER THINGS; CALCIUM
[FROM LIMESTONE], SILICON [FROM SAND OR CLAY], ALUMINUM [FROM BAUXITE], AND IRON [FROM IRON ORE] ARE
MADE INTO CEMENT THAT IS USED FOR ROADS AND BUILDINGS; CONCRETE CAN BE RETURNED TO CEMENT AND
CONCRETE PRODUCTION FACILITIES, AND CAN BE RECYCLED; ROCKS FROM QUARRIES ARE USED FOR GARDEN
LANDSCAPING, AND THESE ROCKS CAN BE REUSED; MARBLE IS USED FOR COUNTERTOPS AND STATUES)
3.1 DESCRIBE THE DIFFERENCE BETWEEN ROCKS (COMPOSED OF TWO OR MORE MINERALS) AND MINERALS (COMPOSED
OF THE SAME SUBSTANCE THROUGHOUT), AND EXPLAIN HOW THESE DIFFERENCES DETERMINE HOW THEY ARE USED
(MINISTRY OF ONTARIO, 2007,P. 93-94)
 GRADE 5: CONSERVATION OF ENERGY AND RESOURCES
1.1ANALYSE THE LONG-TERM IMPACTS ON SOCIETY AND THE ENVIRONMENT OF HUMAN USES OF ENERGY AND NATURAL RESOURCES,
AND SUGGEST WAYS TO REDUCE THESE IMPACTS (E.G., TURNING OFF THE FAUCET WHILE BRUSHING TEETH OR WASHING AND RINSING
DISHES CONSERVES WATER; REUSING OR RECYCLING PRODUCTS, OR USING FEWER PRODUCTS, CONSERVES NATURAL RESOURCES AND
ENERGY)

2.2 USE SCIENTIFIC INQUIRY/RESEARCH SKILLS (SEE PAGE 15) TO INVESTIGATE ISSUES RELATED TO ENERGY AND RESOURCE
CONSERVATION (E.G., INTERVIEW AN ABORIGINAL PERSON ABOUT HIS OR HER TRADITIONAL TEACHINGS ON CONSERVATION

2.3 USE TECHNOLOGICAL PROBLEM-SOLVING SKILLS (SEE PAGE 16) TO DESIGN, BUILD, AND TEST A DEVICE THAT TRANSFORMS ONE
FORM OF ENERGY INTO ANOTHER (E.G., CREATE A CHILD’S TOY THAT USES THE ELECTRICAL ENERGY FROM A BATTERY OR SOLAR CELL TO
MOVE ACROSS THE FLOOR [KINETIC ENERGY] AND MAKE A NOISE [SOUND ENERGY]), AND EXAMINE WAYS IN WHICH ENERGY IS BEING
“LOST” IN THE DEVICE

3.2 IDENTIFY RENEWABLE AND NON-RENEWABLE SOURCES OF ENERGY (E.G., RENEWABLE: SUN, WIND, OCEAN WAVES AND TIDES,
WOOD; NON-RENEWABLE: FOSSIL FUELS SUCH AS COAL AND NATURAL GAS)

3.3 DESCRIBE HOW ENERGY IS STORED AND TRANSFORMED IN A GIVEN DEVICE OR SYSTEM (E.G., IN A PORTABLE ELECTRIC DEVICE,
CHEMICAL ENERGY STORED IN A BATTERY IS TRANSFORMED INTO ELECTRICAL ENERGY AND THEN INTO OTHER FORMS OF ENERGY SUCH
AS MECHANICAL, SOUND, AND/OR LIGHT ENERGY)

(MINISTRY OF ONTARIO, 2007, P. 107-109)

 INTERMEDIATE
GRADE 7: INTERACTIONS IN THE ENVIRONMENT
1.2 ANALYSE THE COSTS AND BENEFITS OF SELECTED STRATEGIES FOR PROTECTING THE ENVIRONMENT
2.2 DESIGN AND CONSTRUCT A MODEL ECOSYSTEM (E.G., A COMPOSTER, A CLASSROOM TERRARIUM, A GREENHOUSE), AND USE IT TO
INVESTIGATE INTERACTIONS BETWEEN THE BIOTIC AND ABIOTIC COMPONENTS IN AN ECOSYSTEM
3.3 DESCRIBE THE ROLES AND INTERACTIONS OF PRODUCERS, CONSUMERS, AND DECOMPOSERS WITHIN AN ECOSYSTEM (E.G., PLANTS
ARE PRODUCERS IN PONDS. THEY TAKE ENERGY FROM THE SUN AND PRODUCE FOOD, OXYGEN, AND SHELTER FOR THE OTHER POND
LIFE. BLACK BEARS ARE CONSUMERS IN FORESTS. THEY EAT FRUITS, BERRIES, AND OTHER CONSUMERS. BY EATING OTHER CONSUMERS,
THEY HELP TO KEEP A BALANCE IN THE FOREST COMMUNITY. BACTERIA AND FUNGI ARE DECOMPOSERS. THEY HELP TO MAINTAIN HEALTHY
SOIL BY BREAKING DOWN ORGANIC MATERIALS SUCH AS MANURE, BONE, SPIDER SILK, AND BARK. EARTHWORMS THEN INGEST THE
DECAYING MATTER, TAKE NEEDED NUTRIENTS FROM IT, AND RETURN THOSE NUTRIENTS TO THE SOIL THROUGH THEIR CASTINGS.)
3.5 DESCRIBE HOW MATTER IS CYCLED WITHIN THE ENVIRONMENT AND EXPLAIN HOW IT PROMOTES SUSTAINABILITY (E.G., BEARS CARRY
SALMON INTO THE FOREST, WHERE THE REMAINS DECOMPOSE AND ADD NUTRIENTS TO THE SOIL, THUS SUPPORTING PLANT GROWTH;
THROUGH CROP ROTATION, NUTRIENTS FOR FUTURE CROPS ARE CREATED FROM THE DECOMPOSITION OF THE WASTE MATTER OF
PREVIOUS CROPS)
3.7 EXPLAIN WHY AN ECOSYSTEM IS LIMITED IN THE NUMBER OF LIVING THINGS (E.G., PLANTS AND ANIMALS, INCLUDING HUMANS) THAT
IT CAN SUPPORT
(MINISTRY OF ONTARIO, 2007, P. 126-128)
 GRADE 8: WATER SYSTEMS
1.1 EVALUATE PERSONAL WATER CONSUMPTION, COMPARE IT WITH PERSONAL WATER CONSUMPTION IN OTHER
COUNTRIES, AND PROPOSE A PLAN OF ACTION TO REDUCE PERSONAL WATER CONSUMPTION TO HELP ADDRESS
WATER SUSTAINABILITY ISSUES
1.3 ASSESS THE IMPACT ON LOCAL AND GLOBAL WATER SYSTEMS OF A SCIENTIFIC DISCOVERY OR
TECHNOLOGICAL INNOVATION (E.G., ENHANCING THE EFFICIENCY OF NATURALLY OCCURRING BACTERIA THAT
CONSUME HYDROCARBONS FROM OIL SPILLS AND CONVERT THEM TO CARBON DIOXIDE AND WATER;
DEVELOPMENT OF DESALINATION TECHNIQUES TO PROVIDE FRESH WATER FROM SEA WATER)
2.5 USE TECHNOLOGICAL PROBLEM-SOLVING SKILLS (SEE PAGE 16) TO DESIGN, BUILD, AND TEST A WATER SYSTEM
DEVICE THAT PERFORMS A PRACTICAL FUNCTION OR MEETS A NEED
3.1 IDENTIFY THE VARIOUS STATES OF WATER ON THE EARTH’S SURFACE, THEIR DISTRIBUTION, RELATIVE AMOUNTS,
AND CIRCULATION, AND THE CONDITIONS UNDER WHICH THEY EXIST (E.G., WATER IS A SOLID IN GLACIERS, SNOW,
AND POLAR ICE-CAPS; A LIQUID IN OCEANS, LAKES, RIVERS, AND AQUIFERS; AND A GAS IN THE ATMOSPHERE)
3.3 EXPLAIN HOW HUMAN AND NATURAL FACTORS CAUSE CHANGES IN THE WATER TABLE (E.G., LAWN WATERING,
INEFFICIENT SHOWERS AND TOILETS, DROUGHT, FLOODS, OVERUSE OF WELLS, EXTRACTION BY BOTTLED WATER
INDUSTRY)
(MINISTRY OF ONTARIO, 2007, P. 149-151)
 OCEANS PROTECTION PLAN INITIATIVES MAP

• PRESENTS THE PROJECTS AND INITIATIVES ANNOUNCED UNDER $1.5 BILLION OCEAN
PROTECTION PLAN
• UPDATED MONTHLY
• NAVIGATION THROUGH LEGEND TO FOCUS ON TYPE OF INITIATIVES
HTTPS://WWW.TC.GC.CA/EN/CAMPAIGNS/OCEANS-PROTECTION-PLAN-INITIATIVES-MAP.HTML
(2.GOVERNMENT OF CANADA, 2018)
 DEEP OCEAN STEWARDSHIP INITIATIVE (DOSI)
• STATEMENT: INTEGRATE SCIENCE, TECHNOLOGY, POLICY AND LAW, ECONOMICS
• ADVISE ECOSYSTEMS BASED MANAGEMENT OF RESOURCE USE IN DEEP OCEAN
• STRATEGIES TO MAINTAIN INTEGRITY OF DEEP-OCEAN ECOSYSTEMS
• PH DECREASE AND OXYGEN DECREASE; RESILIENCE OF DEEP-SEA ECOSYSTEMS AND KEY SERVICES THEY
PROVIDE ARE COMPROMISED
• LEGAL FRAMEWORKS, BOTH NATIONAL AND INTERNATIONAL LACK ESSENTIAL MECHANISM TO MANAGE AND
PROTECT OCEAN RESOURCES
• LACK OF EXPERTISE TO SUPPORT SUSTAINABLE MANAGEMENT AND PROTECTION
• NO CONSISTENT APPLICATION OF ENVIRONMENTAL ASSESSMENT APPROACHES
• DEEP-OCEAN BIODIVERSITY SUPPORTS KEY ECOSYSTEM FUNCTIONS AND SERVICES
- EX. NUTRIENT REGENERATION, CARBON SEQUESTRATION AND STOREHOUSE
• DEVELOP NEW IDEAS FOR SUSTAINABLE USE AND MANAGEMENT OF DEEP-OCEAN RESOURCES
(DOSI, N.D)
• MAIN OBJECTIVE: CAPACITY BUILDING FOR DEVELOPING COUNTRIES
• ASSEMBLE EXPERTS TO ADDRESS PRIORITY AREAS, DEVELOP: TOOLS, STRATEGIES AND RESOURCES
- DEVELOP PROGRAMS THAT PROMOTE SUSTAINABILITY AND RESPONSIBLE USE OF DEEP OCEAN
• INCREASE AWARENESS AND BUILD CAPACITY FOR SUPPORT OF INITIATIVES; LEAD TO SUSTAINABLE USE AND
MANAGEMENT
1. IDENTIFY PRIORITY MANAGEMENT NEEDS FOR RESOURCE USE IN DEEP OCEAN
I.E. FEEDING PRIORITY, SEABED MINING ISSUES, DEEP-SEA TAILINGS PLACEMENT
2. DEVELOP BEST PRACTICES FOR HUMAN ACTIVITIES IN DEEP SEA
I.E. DEVELOPMENT OF IMPACT ASSESSMENTS FOR FISHERIES, AUTHOR BRIEFINGS AND INSTIGATE
COMMUNICATION
3. RAISE AWARENESS, DEVELOP EXPERTISE THROUGH EDUCATION
4. CENTRALIZE AND PROMOTE OBSERVATION AND KNOWLEDGE OF DEEP SEA
I.E. OCEAN ASSESSMENTS, SCIENTIFIC KNOWLEDGE GAPS IN DEEP-OCEAN MANAGEMENT, INCREASE OCEAN
OBSERVATION, DATA SHARING, ADDRESS CROSS-CUTTING ISSUES
(DOSI, N.D)
 CANADA’S OCEAN STRATEGY
• CANADA IS A TRULY OCEANS NATION
• INCREASE NUMBER OF DEMANDS ON OCEANS AND RESOURCES
• TRADITIONAL DISHING AND MARINE TRANSPORTATION ARE PRIME IMPORTANCE
• AQUA CULTURAL DEVELOPMENT, OIL AND GAS EXPLORATION AND DEVELOPMENT, RECREATIONAL AND
COMMERCIAL FISHING AND ECOTOURISM
• OCEANS SUPPORT FEATURES OF CANADA’S SOCIAL AND CULTURAL IDENTITY
• JANUARY 31, 1997: OCEAN ACT CREATED
- LEAD DEVELOPMENT OF NATIONAL OCEAN MANAGEMENT STRATEGY
- GUIDED BY PRINCIPLES OF SUSTAINABLE DEVELOPMENT
• OCEAN STRATEGY: OVERALL STRATEGIC APPROACH TO OCEAN MANAGEMENT
(1. GOVERNMENT OF CANADA, 2018)
1) FEDERAL GOVERNMENT DEVELOP, SUPPORT AND PROMOTE ACTIVITIES TO ESTABLISH INSTITUTIONAL
GOVERNANCE MECHANISMS TO ENHANCE COORDINATED, COLLABORATIVE OCEANS MANAGEMENT
ACROSS FEDERAL GOVERNMENT WITH OTHER LEVELS
2) INTEGRATED MANAGEMENT PLANNING PLANNING AND MANAGING OCEAN ACTIVITIES; DECISION-
MAKING STRUCTURES THAT CONSIDER CONSERVATION AND PROTECTION OF ECOSYSTEM
3) BECOME ENGAGED IN OCEAN MANAGEMENT ACTIVITIES TO PROMOTE STEWARDSHIP AND PUBLIC
AWARENESS; ACT RESPONSIBILITY TO CONSERVE OCEANS AND RESOURCES
• CANADA= OCEAN NATION WHOSE ECONOMY, ENVIRONMENT AND SOCIAL FABRIC LINK TO OCEANS
AND RESOURCES
- PACIFIC: MULTI-FACET SHORELINE OF RUGGED MOUNTAINS, INLETS, FJORDS AND ISLANDS
- ARTIC: COMPLEX FOOD WEB AND HABITATS
- ATLANTIC: CONTINENTAL SHELF
• 8/10 PROVINCES AND ALL 3 TERRITORIES DIRECTLY BORDER OCEANS AND MARINE WATERWAYS
( 1. GOVERNMENT OF CANADA, 2018)
• 25% OF POPULATION LIVE IN COASTAL ZONES
• CRITICAL COMPONENT OF OVERALL GLOBAL AND NATIONAL CLIMATE; DETERMINE AND REGULATE
ENVIRONMENT
• UNDERSTANDING AND REGULATING ACTIVITIES CRITICAL TO ENSURE NATIONAL SECURITY, SOVEREIGNTY
AND DEFENCE
• THREATS FROM OVER-EXPLOITATION, POLLUTION FROM LAND-BASED AND SEA-BASED ACTIVITIES AND
ALTERATION OR DESTRUCTION OF HABITATS AND ECOSYSTEMS
• AFFECTED BY SEWAGE AND POLLUTANT DISCHARGE IN MARINE WATER; EXCESSIVE GROWTH OF MARINE
PLANT LIFE, ALIEN SPECIES INTRODUCTION, CHANGES TO HYDROLOGY AND SEDIMENT FLOW
• LACK OF COMMON VISION AND COMMON SET OF PRINCIPLES
• OCEANS GOVERNED BY A COMPLEX WEB OF LAWS AND REGULATIONS
- DEVELOP UNIFIED VISION AND INTEGRATED APPROACH
- CONSIDER IMPACT OF INDIVIDUAL SECTOR ACTIVITIES ON EACH OTHER AND OCEANS AS A WHOLE
( 1. GOVERNMENT OF CANADA, 2018)
• OCEANS ACT~ FRAMEWORK FOR MODERN AND FUTURE OCEAN INITIATIVES
- LEAD AND FACILITATE DEVELOPMENT OF NATIONAL OCEAN MANAGEMENT
• PART OF “GLOBAL COMMONS”
• UNITED NATIONS CONVENTION ON THE LAW OF THE SEA (UNCLOS) IS THE INTERNATIONAL
CONSTITUTION OF OCEANS
- CODIFY CUSTOMARY INTERNATIONAL LAW
- COMPREHENSIVE FRAMEWORK FOR REGULATIONS OF OCEANS
- ACCESS TO SEA, NAVIGATION, PROTECTION AND PRESERVATION OF MARINE ENVIRONMENT, POLLUTION
PREVENTION AND CONTROL
• ABORIGINAL- SPECIAL RELATIONSHIP AND CONNECTION WITH OCEANS AND RESPECT LEGISLATIVE
RESPONSIBILITIES OF LAND GOVERNMENT
• EFFECTS TO COASTAL COMMUNITIES AND OCEAN INDUSTRIES
• OCEAN INTERESTS- INTEREST GROUPS, NON-GOVERNMENTAL ORGANIZATIONS
(1. GOVERNMENT OF CANADA, 2018)
• STRATEGY PRINCIPLES: SUSTAINABLE DEVELOPMENT, INTEGRATED MANAGEMENT, PRECAUTIONARY
APPROACH
- SUSTAINABLE DEVELOPMENT: NEED FOR INTEGRATION OF SOCIAL, ECONOMIC AND ENVIRONMENTAL
ASPECTS OF DECISION-MAKING
- INTEGRATED MANAGEMENT: COMMITMENT TO PLANNING AND MANAGING HUMAN ACTIVITIES;
COMMITMENTS TO LONG-TERN OBJECTIVE OF DEVELOPING LARGE SCALE AND LOCAL INTEGRATED
MANAGEMENT PLANS; INTEGRATED DATA COLLECTION, MONITORING, RESEARCH, SYNTHESIS AND
INFORMATION SHARING
- PRECAUTIONARY APPROACH: APPLIED IN MANAGEMENT OF OCEAN ACTIVITIES
• SOURCES: FEDERAL MARINE FLEETS, FISHING INDUSTRY, COMMUNITY KNOWLEDGE, TRADITIONAL
ECOLOGICAL KNOWLEDGE (TEK) SHARED BY ABORIGINAL PEOPLE
• 80% OF MARINE POLLUTION FROM LAND-BASED SOURCE
• CONSERVATION ESTIMATE= $20 BILLION/YEAR
- FISHERY RESOURCES, DEVELOPMENT OF AQUACULTURE
(1. GOVERNMENT OF CANADA, 2018)
 IMPLEMENTATION

1) UNDERSTAND AND PROTECT MARINE ENVIRONMENT

2) SUPPORT SUSTAINABLE ECONOMIC OPPORTUNITIES
3) INTERNATIONAL LEADERSHIP

(1. GOVERNMENT OF CANADA, 2018)

 OCEAN ACT
ARTIFICIAL LAND: MAN-MADE EXTENSION OF THE SEABED OR SEABED FEATURE, WHETHER OR NOT THE
EXTENSION BREAKS THE SURFACE OF THE SUPRAJACENT WATERS
MARINE INSTALLATION OR STRUCTURE:
• A) ANY SHIP AND ANY ANCHOR, ANCHOR CABLE OR RIG PAD USED IN CONNECTION THEREWITH,
• (B) ANY OFFSHORE DRILLING UNIT, PRODUCTION PLATFORM, SUBSEA INSTALLATION, PUMPING STATION, LIVING
ACCOMMODATION, STORAGE STRUCTURE, LOADING OR LANDING PLATFORM, DREDGE, FLOATING CRANE,
PIPELAYING OR OTHER BARGE OR PIPELINE AND ANY ANCHOR, ANCHOR CABLE OR RIG PAD USED IN
CONNECTION THEREWITH, AND
• (C) ANY OTHER WORK OR WORK WITHIN A CLASS OF WORKS PRESCRIBED PURSUANT TO PARAGRAPH
26(1)(A);
• 2.1 FOR GREATER CERTAINTY, NOTHING IN THIS ACT SHALL BE CONSTRUED SO AS TO ABROGATE OR DEROGATE
FROM ANY EXISTING ABORIGINAL OR TREATY RIGHTS OF THE ABORIGINAL PEOPLES OF CANADA UNDER
SECTION 35 OF THE CONSTITUTION ACT, 1982.
(CANADA, 2018)
4 THE TERRITORIAL SEA OF CANADA CONSISTS OF A BELT OF SEA THAT HAS AS ITS INNER LIMIT THE BASELINES
DESCRIBED IN SECTION 5 AND AS ITS OUTER LIMIT
(A) SUBJECT TO PARAGRAPH (B), THE LINE EVERY POINT OF WHICH IS AT A DISTANCE OF 12 NAUTICAL MILES
FROM THE NEAREST POINT OF THE BASELINES; OR
(B) IN RESPECT OF THE PORTIONS OF THE TERRITORIAL SEA OF CANADA FOR WHICH GEOGRAPHICAL
COORDINATES OF POINTS HAVE BEEN PRESCRIBED PURSUANT TO SUBPARAGRAPH 25(A)(II), LINES DETERMINED
FROM THE GEOGRAPHICAL COORDINATES OF POINTS SO PRESCRIBED.
5 (1) SUBJECT TO SUBSECTIONS (2) AND (3), THE BASELINE IS THE LOW-WATER LINE ALONG THE COAST OR
ON A LOW-TIDE ELEVATION THAT IS SITUATED WHOLLY OR PARTLY AT A DISTANCE NOT EXCEEDING THE
BREADTH OF THE TERRITORIAL SEA OF CANADA FROM THE MAINLAND OR AN ISLAND.
(2) IN RESPECT OF ANY AREA FOR WHICH GEOGRAPHICAL COORDINATES OF POINTS HAVE BEEN PRESCRIBED
PURSUANT TO SUBPARAGRAPH 25(A)(I) AND SUBJECT TO ANY EXCEPTIONS IN THE REGULATIONS FOR
(A) THE USE OF THE LOW-WATER LINE ALONG THE COAST BETWEEN GIVEN POINTS, AND
(B) THE USE OF THE LOW-WATER LINES OF LOW-TIDE ELEVATIONS THAT ARE SITUATED WHOLLY OR PARTLY AT
A DISTANCE NOT EXCEEDING THE BREADTH OF THE TERRITORIAL SEA OF CANADA FROM THE MAINLAND OR AN
ISLAND,
(CANADA, 2018)
(4) ANY SUM DUE UNDER A LAW OF A PROVINCE THAT APPLIES IN AN AREA OF THE SEA UNDER THIS SECTION
BELONGS TO HER MAJESTY IN RIGHT OF THE PROVINCE.
(5) FOR GREATER CERTAINTY, THIS SECTION SHALL NOT BE INTERPRETED AS PROVIDING A BASIS FOR ANY CLAIM,
BY OR ON BEHALF OF A PROVINCE, IN RESPECT OF ANY INTEREST IN OR LEGISLATIVE JURISDICTION OVER ANY
AREA OF THE SEA IN WHICH A LAW OF A PROVINCE APPLIES UNDER THIS SECTION OR THE LIVING OR NON-
LIVING RESOURCES OF THAT AREA, OR AS LIMITING THE APPLICATION OF ANY FEDERAL LAWS.
10 THE CONTIGUOUS ZONE OF CANADA CONSISTS OF AN AREA OF THE SEA THAT HAS AS ITS INNER LIMIT THE
OUTER LIMIT OF THE TERRITORIAL SEA OF CANADA AND AS ITS OUTER LIMIT THE LINE EVERY POINT OF WHICH IS
AT A DISTANCE OF 24 NAUTICAL MILES FROM THE NEAREST POINT OF THE BASELINES OF THE TERRITORIAL SEA OF
CANADA, BUT DOES NOT INCLUDE AN AREA OF THE SEA THAT FORMS PART OF THE TERRITORIAL SEA OF
ANOTHER STATE OR IN WHICH ANOTHER STATE HAS SOVEREIGN RIGHTS.
11 A PERSON WHO IS RESPONSIBLE FOR THE ENFORCEMENT OF A FEDERAL LAW THAT IS A CUSTOMS, FISCAL,
IMMIGRATION OR SANITARY LAW AND WHO HAS REASONABLE GROUNDS TO BELIEVE THAT A PERSON IN THE
CONTIGUOUS ZONE OF CANADA WOULD, IF THAT PERSON WERE TO ENTER CANADA, COMMIT AN OFFENCE
UNDER THAT LAW MAY, SUBJECT TO CANADA’S INTERNATIONAL OBLIGATIONS, PREVENT THE ENTRY OF THAT
PERSON INTO CANADA OR THE COMMISSION OF THE OFFENCE AND, FOR GREATER CERTAINTY, SECTION 25 OF
THE CRIMINAL CODE APPLIES IN RESPECT OF THE EXERCISE BY A PERSON OF ANY POWERS UNDER THIS SECTION.
(CANADA, 2018)
 OCEANS INITIATIVE
• FOUNDED BY ERIN ASHE AND ROB WILLIAMS
• MISSION: PROTECT MARINE LIFE, INCLUDING: DOLPHINS, SHARKS, SALMON AND SEABIRDS IN PACIFIC
NORTHWEST
• SPEND HALF OF TIME IN THE WET FIELD, OTHER HALF SPENT USING SCIENCE TO INFORM SMART DECISIONS
TO CONSERVE WILDLIFE
• CURRENT PROJECT: OCEAN NOISE, DOLPHIN HEALTH AND EMPOWER COMMUNITIES TO PROTECT WILDLIFE
WITH LOW-COST TOOLKITS
• VIDEOS
• COMMITTED TO DATA SHARING AND COLLABORATION
- MEDIA FRIENDLY INFORMATION KITS
- RAW DATA
( OCEANS INITIATIVE: SCIENCE FOR THE SEA, 2018)
 #OCEANOPTIMISM
• #OCEANOPTIMISM, A TWITTER INITIATIVE LAUNCHED IN JUNE 2014, SPREAD WIDELY AS A FLAG FOR
STORIES REPORTING PROGRESS IN SOLVING MARINE CONSERVATION CHALLENGE
• INSPIRED AN INTERNATIONAL OUTPOURING OF MARINE CONSERVATION SUCCESS STORIES.
• CONSERVATION SUCCESSES; GROWING INCIDENCE OF ESTABLISHING MARINE PROTECTED AREAS
WAS STARTING TO SHOW HOW RESILIENT OCEAN ECOSYSTEMS WERE
• 48 HOUR WORKSHOP TO CREATE AND PILOT A SOCIAL CHANGE PROJECT TO ENGAGE PEOPLE WITH
OCEAN CONSERVATION SUCCESSES AND SHIFT THE ENVIRONMENT BEYOND DOOM AND GLOOM
• COLLABORATIVE MARINE CONSERVATION MOVEMENT, FOCUS ON SOLUTIONS AND CONNECTIONS
• CREATE A NEW NARRATIVE OF HOPE FOR OUR OCEANS, AND IN DOING SO TO HELP US MOVE
TOWARDS A SUSTAINABLE FUTURE FOR OUR SEAS
(OCEAN OPTIMISM, 2017)
@OCEANOPTIMISM
 REFERENCES
CANADA (2018) OCEANS ACT S.C. 1996, C. 31. JUSTICE LAWS WEBSITE. RETRIEVED 10/25 FROM HTTPS://LAWS-
LOIS.JUSTICE.GC.CA/ENG/ACTS/O-2.4/PAGE-1.HTML
DOSI (2018) DEEP-OCEAN STEWARDSHIP INITIATIVE: ADVANCING SCIENCE-BASED POLICY. DOSI-PROJECTS. RETRIEVED 10/24
FROM HTTP://DOSI-PROJECT.ORG/
EARTH DAY NETWORK (2018) WHAT WE DO. EARTH DAY NETWORK. RETRIEVED 10/25 FROM
HTTPS://WWW.EARTHDAY.ORG/
EPA VICTORIA (2018) PLASTIC RESIN PELLETS (NURDLES). EPA VICTORIA, STATE GOVERNMENT OF VICTORIA. RETRIEVED FROM
HTTPS://WWW.EPA.VIC.GOV.AU/YOUR-ENVIRONMENT/WASTE/PLASTIC-RESIN-PELLETS-NURDLES
1.GOVERNMENT OF CANADA (2018) CANADA’S OCEAN STRATEGY. GOVERNMENT OF CANADA. RETRIEVED 10//24 FROM
HTTP://WWW.DFO-MPO.GC.CA/OCEANS/PUBLICATIONS/COS-SOC/INDEX-ENG.HTML
2. GOVERNMENT OF CANADA (2018) OCEANS PROTECTION PLAN INITIATIVES MAP. GOVERNMENT OF CANADA. RETRIEVED
10/24 FROM HTTPS://WWW.TC.GC.CA/EN/CAMPAIGNS/OCEANS-PROTECTION-PLAN-INITIATIVES-MAP.HTML
MINISTRY OF ONTARIO (2007) THE ONTARIO CURRICULUM GRADES 1-8: SCIENCE AND TECHNOLOGY. QUEEN’S PRINTER.
1.NATIONAL MARINE SANCTUARIES (N.D) GAMES AND ACTIVITIES. NATIONAL OCEAN SERVICE. RETRIEVED FROM
HTTPS://SANCTUARIES.NOAA.GOV/EDUCATION/FUN/
2. NATIONAL MARINE SANCTUARIES (N.D) OCEAN GUARDIAN SCHOOL. NATIONAL OCEAN SERVICE. RETRIEVED FROM
HTTPS://SANCTUARIES.NOAA.GOV/EDUCATION/OCEAN_GUARDIAN/WELCOME.HTML
3. NATIONAL MARINE SANCTUARIES (N.D) OCEAN GUARDIAN SCHOOLS: RESOURCES. NATIONAL OCEAN SERVICE.
RETRIEVED FROM HTTPS://SANCTUARIES.NOAA.GOV/EDUCATION/OCEAN_GUARDIAN/RESOURCES.HTML
NOAA OCEAN GUARDIAN SCHOOL (N.D) 2018-2019 APPLICATION FORM. NATIONAL OCEAN SERVICE. RETRIEVED
FROM HTTPS://NMSSANCTUARIES.BLOB.CORE.WINDOWS.NET/SANCTUARIES-
PROD/MEDIA/ARCHIVE/EDUCATION/OCEAN_GUARDIAN/OG_GRANTAPP_2018.PDF
OCEAN CONSERVANCY (2018) SKIP THE STRAW. OCEAN CONSERVANCY. RETRIEVED FROM
HTTPS://OCEANCONSERVANCY.ORG/TRASH-FREE-SEAS/OUTREACH-EDUCATION/SKIP-THE-STRAW/
OCEANS INITIATIVE: SCIENCE FOR THE SEA (2018) WELCOME! WE’RE OCEANS INITIATIVE. OCEANS INITIATIVE.
RETRIEVED 10/24 FROM HTTP://OCEANSINITIATIVE.ORG/
OCEAN OPTIMISM (2017) OCEAN OPTIMISM. OCEAN OPTIMISM TEAM. RETRIEVED 10/24 FROM
HTTP://WWW.OCEANOPTIMISM.ORG/
OFFICE OF NATIONAL MARINE SANCTUARIES (N.D) OCEAN GUARDIAN SCHOOL: PROGRAM GUIDELINES AND
REQUIREMENTS. NATIONAL OCEAN SERVICE. RETRIEVED FROM
HTTPS://NMSSANCTUARIES.BLOB.CORE.WINDOWS.NET/SANCTUARIES-
PROD/MEDIA/ARCHIVE/EDUCATION/OCEAN_GUARDIAN/OCEAN-GUARDIAN-SCHOOL-PROGRAM-GUIDELINES-
AND-REQUIREMENTS.PDF