Primary school programme

In primary school, we recommend a multidisciplinary course that offers a variety of sessions from these 3 sequences and allows the teacher to work on the different themes in a reasonable amount of time and with a variety of working methods (experiments, documentary studies, discussion, etc.). We encourage teachers to browse through the three sequences and create their own programme.

Here is an example of a programme for primary school senior cycle (age 10):



I.2 - The water cycle

A documentary study shows that water constantly moves from one reservoir to the other, in the “water cycle”. In doing so, it can also change state, between liquid, solid and gas. The quantity of water on Earth remains constant.

II.1 - The blue planet

Reviewing these documents will expose pupils to the vastness of oceans and the diversity of life therein. They will realise how large and poorly understood oceans are.

II.2 - Where do marine species lives?

By examining the cards showing a selection of marine species and their habitats, the pupils will discover that large zones can be delineated in the oceans. They will also notice that certain species migrate (horizontally or vertically) over the course of their lives or even over the course of one day.

II.5 - Relationships between species: interactions

Using the cards from the previous sessions, children explore different ways in which species interact. They create a food web using information from the cards. They also learn about parasitism and symbiosis.

II.6 - A fragile balance

Different ecosystem models (including the food web from the previous session) can show the effects of even minor external disturbances: a new invasive species, overfishing, changes to reproduction or predation rates, etc.

I.9 - CO2 emissions and acidification of the oceans

The pupils will use an experiment to demonstrate that CO2 emissions lead to acidification of the oceans.

I.10 - Consequences of ocean acidification on living organisms

By studying coral bleaching and observing the dissolution of a shell in vinegar, the pupils will understand that the acidification of the oceans harms marine species, especially shellfish and corals.

I.6 - Melting ices and sea level rises

Pupils carry out an experiment to ascertain that the melting of the ice floe does not cause ocean levels to rise, whereas the melting of continental glaciers does.

A documentary study demonstrates the fragility of certain world regions.

III.1 -  Human societies on the coast

Maps demonstrate that humans have mostly chosen to settle near the oceans. By comparing ancient myths with modern press cuttings, pupils will observe a shift in the image of the oceans in the collective imagination: the nurturing but dangerous ocean has become fragile and surprising.

III.5 - Waste

Pupils discover, through document study, a major problem related to human activities: the accumulation of waste in the oceans.

III.6 - Oil and oil spills

Through experiments and a documentary study, pupils become aware of the energy potential of offshore petrol, but also of the environmental consequences of oil spills caused by offshore drilling or transporting oil by sea. They come to the conclusion of the need to find alternative energy sources.

III.7 - Producing energy from the ocean

Pupils make a turbine and study a document that discusses the various opportunities offered by the ocean to produce renewable energy.

III.3 - Observing the oceans

Documents can be used to illustrate various means of observing the oceans and their utilisation in studying living things, managing risks, investigating the climate, etc.

III.9 - Maritime trades

Pupils discover, through documentary study, the different maritime livelihoods related to a variety of industries: transport, trade, leisure, food, energy, research, rescue services

III.10 - Project completion activity: the Ocean Charter

The aim of this session is to look back on what was learned about the relationship between humans and oceans. Pupils write up a charter for the oceans protection.

Assessment and summary session

As an evaluation and during an educational assessment activity (building a conceptual storyline), the pupils recall the different ideas seen in previous sessions.


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