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The activities provided in this resource have the goal of helping students become passionate about Canada’s oceans, raise awareness of conservation issues, and bring Canada’s oceans just a little bit closer to home. The portion of the resource that is for secondary level has two well designed activities to familiarize students to biodiversity and sustainable ecosystems.
The first activity, Ready, Set, Fish is a simulation game where students will examine the conflicts in creating a sustainable fishery – balancing the economic needs of people with the health of the ocean. Through this activity students will:
This resource is a great way to build understanding of the concept of biodiversity and sustainability of an ecosystem in Science or Biology classes, students will also need to make graphs, and present their data so it is a good way to incorporate Math data outcomes. Also, the second activity connects well to the idea of chemical reactions in Chemistry classes.
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||Very Good|
Students themselves get to take part in simulations on the subject so they can form their own opinions and take informed positions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Some of the learning objectives of this resource are to identify major contemporary environmental challenges, and explain their causes and effects and to analyse social and economic issues related to overfishing and sustainable fishing.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
No action opportunities are included in this resource.
|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||Very Good|
Each activity has a reflection at the end and the students are given the opportunity to reflect and express their opinions on the issues that have been discussed.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not considered in this resource.
|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||Good|
The intent of these activities is to help students become passionate about Canada’s oceans, raise awareness of conservation issues, and bring Canada’s oceans just a little bit closer to home.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
While the resource talks about Canada's oceans, depending on where the students are from that could be either close or far from home.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Each activity comes with a set of reflection questions that students answer based on the simulations that they did.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Through these activities, students can attain objectives from Math through graphing, biology through biodiversity, and chemistry through understanding how the properties of chemical substances and their reactions can be applied to solve environmental challenges.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Poor/Not considered|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The difference in the activities of this resource addresses the needs of visual, auditory and kinesthetic learners. Unfortunately, there is no strategies for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Both activities in this resource are hands-on simulations of what is happening in Canada's oceans.
|Experiential Learning: |
Authentic learning experiences are provided
It is suggested that students work in groups of two to four.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
No actual assessment tools are provided, but students have some reflection questions to answer that could be used to assess students understanding of the problem.
|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||Poor/Not considered|
Peer teaching is not a focus in this resource beyond cooperative learning discussion taking place within pairs or small groups.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
There are no case studies included in this resource.
|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|
Extension activities are provided for both activities so students could choose to dive deeper into the subject if they wanted to.
|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.|