- Review Process
- Take Action
- A project of
The Fish Market Research Resource aims to educate students on the issue of seafood substitutions in supermarkets by reading articles, collecting fish samples for DNA bar coding and discussing the impacts and the implications of market substitutions. Using an inquiry-based learning approach, students will:
In addition, this resource provides additional activities such as DNA extraction from a banana and making a DNA sequencing model.
This resource is excellent for biology classes where students must learn the concepts of DNA and genetic coding.
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|
The resource demonstrates well the different sides of the problem in question. It offers relevant information that come from many aspects of the problem, which helps students to make an informed reflection.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Students need to determine why the fish could be mislabeled. To answer this question, students will need to have a good understanding of the environmental, economic and social aspects of the problem.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The quality of the activities of this resource makes it possible to arrive at a better understanding of the subject and also to see all its complexity.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Although students are asked to find options to help with the problem of mislabelled fish, no real action to be taken is proposed.
|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|
Throughout the resource, students must reflect on different aspects of the problem being studied. In addition, to conclude the lesson, students must report a "white hat-black hat" activity and will have to discuss their point of view.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
Since students have to work with actual fish, they learn to better appreciate the marine environment and respect the different types of fish.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students must use fish sold at their local supermarket. Therefore, when they see the results of the genetic code of the fish, they are seeing results for the fish they probably eat at home.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The activities offered in this resource encourage pupils to think about the problem. After gaining a good understanding of the problem, students must take a stand on the issue and share their thoughts.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
The objectives of the resource will mainly provide learnings in the field of science, especially in biology.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities offered in this resource can meet the needs of visual, auditory and kinesthetic learners
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students are part of a true scientific investigation into food fraud. They must take fish samples and have them analyzed for their genetic barcodes. These results will later be added to BOLD a database accessible to the public
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Assessment task ideas are presented to teachers with each activity to assess students' learning on the subject.
|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.|
As an assessment activity, students are asked to write a journal article that summarizes the results of their study while explaining the genetic barcode in a way that is easy for the general public to understand. If these articles were sent to a real newspaper or published in the school newspaper, students would be able to present their learning to their peers.
|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|
Students collect data using real fish and their results are found on a real database used by scientists around the world
|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||Good|
The activities always offer additional activities in order to make a greater investigation of the studied problem.
|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.|