the power of our youth as educators, and the seed for Seaquaria was planted. British Columbians are all proud of the marine and fresh-


water habitats that help define our province and our identity. Yet many of us under-value the aquatic wealth at our doorsteps, and are unaware of how our activities affect oceans, rivers and lakes in our own communities. As population growth continues to stress aquatic ecosystems, British Columbians who care about maintain- ing their waters for future generations need to be aware, to be concerned, to act. How can educators help? As educators, we have a duty to create opportunities for our


youth to discover the beauty and complexity of their world for themselves. Only then can we expect them to begin to understand and value their world, and to want to take the steps needed to protect it. How do we create this desire to change how we think and


have many of the lessons learned in Canada been adjusted to suit the situation in Brazil, we are also already bringing back experiences that help our local programs evolve to new levels. We believe that the networks that are thus being established will be part of the foundation for a generation of respectful, informed and pro-active global environmental ambassadors (NEETF, 2002).


behave? The example of those first “Seaquaria pioneers” back in 1999 showed that the school system can be very effective, and on two levels: by reaching youth during their formative years, and through ‘vertical learning’ where these students, as loveable messengers, take their lessons home and to the general public. However, careful thought has to go into how we engage stu- dents as messengers. While there are many excellent educational resources and programs that can be utilized in British Columbia (Snively, 1998, 2001; Arntzen et al, 2001; Boire et al, 2003; Fisheries and Oceans Canada, 2002), many schools still rely on the “three Ps”: Passive teaching, with Printed materials and Preserved specimens. This approach sparks little enthusiasm and often uses examples far removed from the local environment (Orion, 1993; Orion et al, 1997). Common problems with the “three Ps” approach include lack of a local “hook” for the students, lack of continuity with other materials, and the scarcity of integrated and easy-to-use formats. Seaquaria in Schools is one successful example of a more


effective approach that we call “active learning” (Bonwell & Eison, 1991). In active learning, students are involved in discov- ery through field trips and “place-based learning” (Gruenewald, 2003) that begins right in their own classrooms and communities (Cummins & Snively, 2000; McBean & Hengeveld, 2000).


Why Seaquaria? In 2000, a group of southern Vancouver Island environmen-


tal educators decided to combine water-themed programs (e.g. “Opening Minds with Water”) into a more integrated package that stressed ecosystems. They produced an integrated package of field and classroom activities which is called “Living Watersheds.” At the same time that “Living Watersheds” was starting out,


Esquimalt High School students and Brazilian youth get together for a field trip to a watershed on Galiano Island, B.C. (above) and to share their experiences using watershed models as teaching tools, in Victoria, B.C. (right).


All the teachers involved in Seaquaria agree that partnerships and community involvement have played critical roles in the program's overall success. The most successful individual programs were established in schools in which everyone was involved in planning and implementation right from the start. A good example was Victoria West Elementary School in


of a salmon aquarium, but the marine creatures were so popular that an aquarium designed specifically for saltwater was soon built, stocked with a local marine ecosystem, and maintained throughout the year by the students. A new showpiece for the school had been created; ever since, students have been able to study the ocean environment “almost


CLEARING 2010 www.clearingmagazine.org/online Page 13


WestWind SeaLab Supplies, a local biological supply company, decided to take the idea of aquaria in schools beyond the fresh- water salmon tank that the previous year’s students had put to such good use. Freshwater tanks had long been used to raise baby salmon as part of the Canadian Department of Fisheries and Oceans’ “Salmonids in the Classroom” program (Fisheries and Oceans Canada, 1998), but Westwind decided to go a step further: –to place chilled seawater aquaria (“Seaquaria”) in schools. WestWind’s first Seaquarium was just a seasonal conversion


Husbandry sheets for the different organisms and the aquaria


themselves are continually evolving, with student and teacher input. As students learn to deal with everything from slowly changing conditions to sudden spawning and other unexpected emergencies, they also begin to formulate personal, ethical values and develop important problem solving skills. Related program- ming helps them recognize interconnectivities, and to link their


(continued)


as if they were a part of it,” and have eagerly shared their learning along the way.


“Seaquaria in Schools” is about enrichment of education.


In each participating school, the Seaquaria tanks are perma- nent fixtures that afford a unique window into the local marine environment. Because the aquaria are continually available to the students, they can be used to weave environmental awareness into the students’ everyday lives – no matter what the season. Learning outcomes are met easily, in an ever more engaging fash- ion. They are also a springboard to new learning opportunities; their impact is limited only by the imagination of the children and their teachers. The marine ecosystem in Seaquaria is ever-present and ever-


changing, an exceptionally effective catalyst that draws students into hands-on learning. With aquaria over 60 gallons (240 litres) in size, the systems are remarkably stable, each evolving their own character over 3-6 month periods. As students care for their aquar- ium, they build an understanding and respect for the organisms in their care, and they develop the stewardship skills essential for the preservation of our natural resources.


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