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Sustainable Fishing

Elementary, Middle, Secondary

Description

Marine ecosystems around the world are constantly under threat from illegal and unregulated commercial fishing.  Overfishing results in declining fish populations, harm to vulnerable wildlife and reduced food and economic security in communities that depend on seafood.  This lesson uses a hands-on model to demonstrate some of the causes and effects of depleted fish stocks.  As students become "fishers" in their "oceans" they will develop an awareness of the complexities of natural resource conservation while achieving the following learning outcomes:

  • Examine how unsustainable fishing practices cause fish population declines and biodiversity loss in our oceans.
  • Analyze how "bycatch" impacts threatened or endangered species.
  • Consider the human social and economic costs of decreasing fish abundance.
  • Define how consumer choices can support sustainable fisheries.

General Assessment

What skills does this resource explicitly teach?

  • Problem solving.
  • Informed decision making.
  • Sustainable consumption.
  • Communication.

Strengths

  • Includes easily understood student definitions of scientific terms used in the lesson.
  • Explores the environmental, social and economic impacts of overfishing.
  • Teaches students how to become responsible consumers who select sustainably sourced products.

Weaknesses

  • Does not include any assesment tools.
  • Minimal student background information, particularly related to fishing methods.

Recommendation of how and where to use it

This lesson supports Grade 4-9 science learning about ocean ecosystems, human impacts on the environment and threats to marine species.  The activity also explores sustainability concepts surrounding natural resource management, habitat loss and the the interrelationships between conservation, economics and human health.  Although the resource was produced in California, it can be easily adapted to examine Canadian issues like the collapse of the Newfoundland Cod fishery or declining Atlantic and Pacific salmon populations.

 

Using this lesson in conjunction with World Oceans Day (June 8th) could provide an opportunity for students to implement an action project that informs local citizens about choosing sustainable seafood. In partnership with a local supermarket a class might set up an information booth that has examples of products with the internationally recognized Marine Stewardship Council.  They could also adapt the “California Seafood Market” activity with plates featuring local seafood options. This public awareness activity can be broadcast on the school website and social media.

Relevant Curriculum Units

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  • Alberta
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Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Ecosystems (1)

  • Biodiversity

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Learners have an opportunity to explore how overfishing affects fish populations while considering the impacts on biodiversity, human health and ocean system function.  As they generate creative solutions to this issue, students are encouraged to become involved global citizens who advocate for the environment.

 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

By examining the impacts of commercial fishing on ocean ecosystems students are able to build connections between sustainable consumption, environmental protection and economic security.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

As they analyze the link between advanced fishing methods and increased harvesting, pupils will understand that Earth's natural resources can be finite and that species loss results in ecosystem damage and food insecurity for the human populations that depend on fish as their primary protein source.

 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

In the “California Seafood Market” exercise students learn about selecting fish and shellfish that are sustainably harvested, why certain species should be avoided and how alternatives can provide similar eating experiences while expanding available choices.  This encourages introspection about responsible consumerism and acting on the learning experience.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

The key question asks students to consider strategies for responding to the overfishing crisis which provides an opportunity for productive discussions about how they can positively impact the sustainability of our planet.

 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

Learners develop an awareness of how many communities depend on fish and seafood as a direct source of nutrition and means of income and  how large commercial fishing operations can jeopardize the health and well-being of these marine citizens.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

An outdoor experience is not part of this lesson but a teacher could strengthen student connections to ocean environments with a field trip to a local marine education centre or seaside habitat.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Poor/Not considered

Although not a part of the learning activity, a follow-up suggestion is that students examine local fisheries and regulations which would make the lesson more personally relevant.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

Declining marine species populations, pollution and climate change are all serious issues currently affecting our oceans.  This lesson develops a positive approach to the future by empowering students to make responsible personal choices.

 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Guided questioning supports autonomous thinking related to the learning goals and provides a framework for independent inquiry.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

Although this lesson was developed to support Science learning about natural systems and human impacts on the environment, the content also explores world issues related to food security, economics and social responsibility in creating a sustainable future.  Mathematics skills are used to collect and analyze the numerical information for the “fishing log”.

 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The problem solving approach encourages creativity as learners develop innovative solutions that might reduce the impacts of commercial fishing on fish populations, marine life and ocean ecosystems.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Poor/Not considered

Although there are no specific adaptations for differentiation the hands-on approach will appeal to a wide range of learners.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

The hands-on activitiy provides an opprtunity for students to model actual fish harveting and deepen their understanding of how human processes can influence and change ocean environments.

 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in small groups to conduct the activity and classroom discussions are used to describe information.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There are no evaluation tools included in the lesson but formative assessment can occur when students review their fishing logs and describe their results.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students collaborate to analyze their data and describe how various fishing methods impact their harvest.  

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

The lesson centres on an authentic problem solving task where students brainstorm potential solutions to a real world issue.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

After students have learned about selecting sustainable seafood they are encouraged to practice their new skills by using “Seafood Watch” cards to examine menus from local restaurants and identify the best choices for fish meals.  This supports independent decision making and creates informed community members who can educate others.

 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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