- Review Process
- Take Action
- A project of
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.
Geographical skills are explicitly taught such as:
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|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: |
|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.
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
|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.
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.
|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.|
The answers students draw from the lesson are largely dependent on the reading materials assigned, giving the teacher control over meeting this requirement.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
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
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.
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.
The unit provides a simulation.
|Experiential Learning: |
Authentic learning experiences are provided
The core activity takes a jigsaw format.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.|
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.
|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.|