Search for Resources

Fish Market Survey

Secondary

Description

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:

  • collect real data for a project about food fraud
  • develop an awareness of the uses of DNA barcodes
  • understand the processes used to extract DNA from cells and sequence DNA
  • understand how DNA sequences can be used to identify species
  • correctly and accurately follow a scientific protocol
  • keep accurate and complete records
  • become familiar with the seafood supply chain from point of origin to consumer

In addition, this resource provides additional activities such as DNA extraction from a banana and making a DNA sequencing model.

General Assessment

What skills does this resource explicitly teach?

  • Fish sample collection
  • Using the LifeScanner program
  • Reading of sampling results
  • DNA extraction (additional activity)

Strengths

  • Additional activities are available and ready to use to provide a deeper understanding
  • Ideas are provided to help with student assessment
  • The quantity of different activities provides opportunities for all types of learners to learn 
  • The resource contains several relevant links to help with understanding the problem
  • The resource allows students to find the data to use during this activity
  • Detailed lesson plans are provided
  • Reproducibles for students are available

Weaknesses

  • No action project is proposed
  • It would be interesting for students to present their findings to their community 

Recommendation of how and where to use it

This resource is excellent for biology classes where students must  learn the concepts of DNA and genetic coding.

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Cell Division, Genetics and Molecular Biology
  • British Columbia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Genes are the foundation for the diversity of living things
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science 11: Evolution. Evolution occurs at the population level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: All members of a species have common characteristics that evolve over time
        • Specialized Science 12: Our evolving understanding of genetics has implications for health, society, and environment
  • Manitoba
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
        • Biology: Organizing Biodiversity
        • Biology: Understanding Biological Inheritance
  • New Brunswick
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Genetic Continuity
        • Biology 122/121
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 3201: Genetic Continuity
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Water Use & the Environment
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Cell Division, Genetics and Molecular Biology
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 12: Genetic Continuity
  • Nunavut
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Cell Division, Genetics and Molecular Biology
        • Biology 30
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(College Prep.) Genetics
        • Biology 11(Univer.Prep.) Genetic Processes
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 621A: Genetic Continuity
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Genetics and Biotechnology
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Genes are the foundation for the diversity of living things
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science 11: Evolution. Evolution occurs at the population level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: All members of a species have common characteristics that evolve over time
        • Specialized Science 12: Our evolving understanding of genetics has implications for health, society, and environment

Themes Addressed

  • Food & Agriculture (2)

    • Aquaculture
    • Food Security
  • Land Use & Natural Resources (1)

    • Fisheries
  • Water (1)

    • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
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:
  • 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 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.

  • 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 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

  • 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 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

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.  

  • 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 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. 

  • 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 Poor/Not considered

Not considered

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 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.

Open-Ended Instruction :

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

  • 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
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 Good

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.

  • 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 Good

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

  • 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 groups

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

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.
Peer Teaching Good

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.

  • 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

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.