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Cod Calamity

THE CANADIAN ATLAS ONLINE

Secondary

Description

In this lesson students explore the concept of sustainable development by examining the environmental, social and economic causes and consequences of the depletion of northern cod stocks and the subsequently imposed government moratorium.

 

  • Students will examine an NFB video and complete an activity based on the Canadian Geographic Atlas in which they will chronicle key events surrounding the rise and fall of the Newfoundland cod fishery.
  • Students participate in a jigsaw activity in which they review articles and case studies that provide different perspectives on the social and economic consequences of the collapse of the fishery and explore issues related to rural and urban environments.
  • Students present their findings to their classmates.

General Assessment

What skills does this resource explicitly teach?

Geographical skills are explicitly taught such as: 

  • how to identify geographic issues,
  • how to define geographic problems and pose geographic questions 
  • how to plan how to answer geographic questions,
  • Ability to use a variety of research skills to locate and collect and/or compile geographic information,
  • how to use maps to collect and/or compile geographic information,
  • how to systematically locate and gather geographic information from a variety of primary and secondary sources,
  • how to develop and present combinations of geographic information to answer geographic questions,
  • how to formulate valid generalizations from the results of various kinds of geographic inquiry.

Strengths

  • The resource is very interesting, especially the historical perspective
  • There is plenty of useful background information for the student and teacher
  • The resource is thorough and easy to use
  • Assessment tools are included both for students and teacher

Weaknesses

  • Missing perspective of marine biologists and ecologists.
  • Lacks a well-defined action project 
  • Little opportunity for students to express their own values and their points of view
  • Few areas for students to choose some of the program content.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • British Columbia
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
      • Social Studies
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        • Human Geography 12: Human activities alter landscapes in a variety of ways.
  • Manitoba
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21st Century: Natural Resources
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      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Advanced Environmental Science 120:Introduction to the human sphere
        • Introduction to Environmental Science 120: Sustainable Development
      • Geography
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        • Canadian Geography 120:A Geographic Perspective on a Current Canadian Issue
        • Canadian Geography 120:Managing Natural Resources
  • Newfoundland & Labrador
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      • Geography
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        • Canadian Geography 1202: Natural and Human Systems
    • Grade 11
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        • Newfoundland & Labrador Studies 2205: A Time of Change
        • Newfoundland & Labrador Studies 2205: People of the Land
    • Grade 12
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
      • Geography
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        • World Geography 3200/3202: Ecosystems
        • World Geography 3200/3202: Primary Resource Activities
  • Nova Scotia
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      • Geography
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        • Geography 10: Data Collection
        • Geography 10: Data Interpretation and Utilization
        • Geography 10: Data Processing and Representation
        • Geography 10: Geographic Perspective
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    • Grade 11
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      • Science
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        • Oceans 11: Fisheries
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      • Geography
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        • Global Geography: Planet Earth
  • Ontario
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    • Grade 9
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      • Geography
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        • Issues in Canadian Geography (Academic): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
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        • Issues in Canadian Geography (Applied): Geographic Inquiry and Skill Development
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Managing Canada's Resources and Industries
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
        • Environmental Science (Workplace Prep.) Natural Resource Science and Management
      • Geography
        • Step 4Relevant matches
        • Spheres of the Earth
        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): Spacial Organization
        • Introduction to Spacial Technologies (Open): Geographic Inquiry and Skill Development
        • Introduction to Spacial Technologies (Open: Spacial Geography: Concepts and Processes
        • Introduction to Spacial Technologies: (Open):Using Spacial technologies to Support Sustainability and Stewardship
        • Regional Geography (Univ./College Prep.) Dynamics and Change
        • Regional Geography (Univ./College Prep.): Geographic Inquiry and Skill Development
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
    • Grade 12
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      • Geography
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        • Spacial Technologies in Action (Univ./College Prep.) Spacial Organization: Concepts and Processes
        • Spatial Technologies in Action (Univ./College Prep.) Using Spatial Technologies to Support Sustainability
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
        • The Environment & Resource Management (Univ./College Prep.): Methods of Geographic Inquiry and Communication
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Univ/College Prep.) Community Action
        • The Environment & Resource Management (Workplace Preparation): Geographic Foundations: Space and Systems
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • The Environment & Resource Management (Workplace Preparation): Methods of Geographic Inquiry and Communication
  • Prince Edward Island
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    • Grade 11
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      • Geography
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        • Geography 521A, Global Studies:Geography Methods
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Introduction to Environmental Science
        • Environmental Science 621A: Natural Resources
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Physical features and natural resources influence demographic patterns and population distribution (adapted from Human Geography
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.

Themes Addressed

  • Land Use & Natural Resources (1)

    • Fisheries

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

Data & perspective from fisheries biologists is not included in the recommended articles but can be supplied by the teacher.

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 Satisfactory

The economic and social dimensions of the issues are fully explored. The ecological consequences of the collapse are not well represented in the suggested readings.

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

The complexity of problems is respected. A systems-thinking approach is encouraged.

Respects Complexity:

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

Acting on Learning Satisfactory

The core activities do not provide opportunities for authentic action experiences in which students can work to make positive change in their communities. Action opportunities are suggested in as an extension of the unit.

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 Poor/Not considered

Students are not explicitly given an opportunity to clarify their own values.

Values Education:

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

Empathy & Respect for Humans Very Good

Empathy and respect are fostered for diverse cultural groups. 

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

This unit does not actively encourages a personal affinity with non-humans and with Earth.

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 Good

 

Students contribute their own knowledge of the NL cod crisis at the beginning of the activity.

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 Very Good

A sense of the past and present is well developed. Students are asked what they think the future will hold.

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

The answers students draw from the lesson are largely dependent on the reading materials assigned, giving the teacher control over meeting this requirement.

Open-Ended Instruction :

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

Integrated Learning Good

The purpose of this unit is meant to help students develop geographic skills and does cross a few of the traditional 'subject areas'.

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

Students are provided with intriguing questions and the necessary materials to find answers. The learning involves unique experience & provides some opportunity for an 'ah-hah' event but students do not choose what questions to investigate or the materials/strategies to use to answer them.

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 Satisfactory

Activities do address a range of learning styles/different intelligences.  However the unit only mentions the need to assist students who may need help reading the material.

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 unit provides a simulation.

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

The core activity takes a jigsaw format.

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 Very Good

A well-developed rubric is provided both for students and teachers.

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

 

A“jigsaw” approach for presentations is used in which one student from each group will meet in a master group to discuss their individual articles and thoughts on the causes and impact of the cod moratorium. This does allow for some for students to present their knowledge to others but learning is not entirely reliant on the students teaching others.

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 Very Good

Relevant case studies are used.

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 Poor/Not considered

Students do not choose elements of program content.

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.