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Description
In Protecting Populations, students will try to answer the big question: How sustainable is our use of our marine resources? To do this, they will watch an introductory video by youth host, Holly, and Boris Worm. They will join local fishermen and scientists from OceanWise, Marine Institute, and DFO to examine the complexities of managing marine natural resources and the potential recovery of cod.
Once students have watched the video, they will choose from three lines of inquiry, each with a focus question, media, and accompanying activities. The three lines of inquiry are:
Cod crash: What are the most significant impacts of marine resource depletion?
- Students will watch a video called Gone Fishing and they will share what they’ve learned from George and Michael Ford on an infographic poster.
- Students will watch a video called C.S.I. Cod stock investigation where Holly will dissect two cods to gain a deeper understanding of the species. Students will then become detectives and create a case file which presents everything you can learn about a cod when you dissect it.
- Students will then dissect a cod in an interactive experience and discover its deeper anatomy and the secrets of its health. As well, students will be given a data set from a cod dissection and will be led trough a variety of data analysis tasks which explore the relationship between a fish’s health, reproduction and sustainability.
Recovery investigation: What actions contribute most to marine recovery?
- Students will watch a video called Trawling for data. In this video Holly joins DFO scientists on a converted trawler called The Teleost. Students are then asked to put their math skills to the test and plan a data collection cruise for the Teleost.
- Students will watch a video called Wet Lab where Holly follows raw data as it travels from the nets to the lab in the belly of the boat. Students will then be challenged to read and interpret a graph.
- Students will do a virtual tour of a Flume tank and then create models of cod pots in a maker-space challenge.
- Finally, students will look at some interacted curated news about the current state of cod and actions being taken to manage cod stocks. They will then be asked to decide whether they think the cod is recovering or not based on the news they consumed.
Make it sustainable: How can we better support sustainable food?
- Students will watch a video called Every single fish where Holly preserves a cod in salt. Students will be provided with 4 photos from fishing in Fogo and will use the provided Instagram template to select two captions which highlight what’s happening in the photo.
- Students will then follow a seafood dinner backwards in time, rewinding from the supper plate all the way back to its oceanic origin point. They will then launch their own investigation to find out everything they can about the fish they eat.
- Students will do a virtual tour where they will take to sea with lifetime fisherman Michael Ford. They will then reflect on the skills necessary to be a fisher and create a Now hiring poster.
- Finally, students will ride the high seas in virtual tour in order to catch a hand-line cod, and then cook that cod in the kitchen of a high-end restaurant in Fogo. They will then describe the qualifications they think a chef needs and create a cod recipe.
As a culminating activity, students are given a call to action. Students are encouraged to get outside, identify habitats that are threatened in the local area, investigate, and help to restore the habitat!
This resource is also accompanied by inquiry tools to explicitly target inquiry skills.
General Assessment
What skills does this resource explicitly teach?
Dependent on which line of inquiry the students choose, they will learn a multitude of new skills. Students could learn how make an infographic poster, dissect a cod, do data analysis, make a plan for data collection, interpret a graph, create model cod pots, build an Instagram caption, create a 'Now Hiring' poster, and create a cod recipe.
Strengths
- This lesson plan is extensive and provides teachers and students everything they need to complete the module
- This resource gives students the option to decide which line of inquiry they want to choose out of three providing them with voice and choice.
- This resource is accompanied with Inquiry tools to explicitly target inquiry skills. As well, each inquiry tool has an educator guide and lesson.
- This resource can be linked to a Google Classroom or used as is.
- There is a take action lesson that accompanies this module.
- The lesson has students doing a multitude of different activities in different formats which lends itself well to different learning styles.
- This resource is available in both official languages
Weaknesses
- Students and teachers need to sign up to Ocean School in order to use this resource. This can be particularly tricky in jurisdictions with strict privacy acts.
Recommendation of how and where to use it
This resource would be excellent to discuss marine environment and ecology in Science classrooms. The Ocean School experience begins by presenting learners with a big question — a challenge that guides their inquiry. Each piece of media comes with a customizable activity that educators can assign via Google Classroom or download to use in class. At the end of a module, learners develop a “Take Action” plan to address the critical social and environmental problems they’ve been learning about.
Ocean School empowers the next generation of ocean citizens, researchers, and innovators, with the knowledge and tools to investigate and design innovative solutions for the accelerating challenges that face the world’s ocean.
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 7
- Grade 8
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Commitment to Action
- Environment and Outdoor Education: Environmental Investigations
- Math
- Step 4Relevant matches
- Knowlege And Employability: Statistics and Probability
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 14:Investigating Matter and Energy in the Environment
- British Columbia
- Step 2Select a grade level
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Step 2Select a grade level
- Grade 7
- Grade 8
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Ecology of the Land
- Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 14:Investigating Matter and Energy in the Environment
- Nova Scotia
- Step 2Select a grade level
- Grade 7
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics & Probability
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and Probability
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Sustainability of Ecosystems
- Nunavut
- Step 2Select a grade level
- Grade 7
- Grade 8
- Grade 9
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Ecology of the Land
- Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in the Environment
- Ontario
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Natural Resources around the World: Use and Sustainability
- Math
- Step 4Relevant matches
- Data
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Water Systems
- Grade 9
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics & Probability
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Living World
- Science & Technology:The Living World
- Science and the Environment: The Living World
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
Themes Addressed
Ecosystems (3)
- Appreciating the Natural World
- Biodiversity
- Habitat Loss
Food & Agriculture (1)
- Aquaculture
Land Use & Natural Resources (2)
- Fisheries
- Habitat Restoration
Water (1)
- Marine Environments
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | The multitude of activities in this resource provide students with a complete view of the issue. Students can then form their own opinions and take an informed position on the subject. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | Throughout the three different lines of inquiry, students will look at different dimensions of protecting habitats. Students will take a look at the industry of cod, how it affects fishermen, where their seafood comes from, marine environments and will culminate this project with a call for action. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource contributes solutions to complex problems. Students examine the complexities of managing marine natural resources and the potential recovery of cod. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | A take action lesson accompanies this module where students are asked to get outside, identify habitats that are threatened in the local area, investigate, and help to restore the habitat. |
| 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 | Students' opinions and beliefs are at the center of this resource. Students have many opportunities to express themselves and there is no right answer. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Different careers that have to do with cod fishing are examined 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 | Students will take a look at the marine environment and therefore foster an appreciation and concern for the natural world. However, all activities are made inside the classroom via videos and simulations. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Activities in this resource are centered around Newfoundland, making it relevant to our Canadian students. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | |
| 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 | As an inquiry-based learning platform, Ocean School is designed to allow students to choose their own path according to their groups decisions. Also, each path has a multitude of opinion questions and students get to share their ideas. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good |
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| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Very Good | This Inquiry based learning resource encourages students to take the lead in their learning experience. Posing their own questions and gathering evidence, learners practice the skills they need to participate in knowledge creation. On the Ocean School platform, the media experiences are designed to support open-ended investigations into a question or a problem. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | This resource has a multitude of different activities for students to do and therefore addresses well the needs of visual, auditory, and kinesthetic learners. However, strategies for learners with difficulties are not provided. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | This resource includes multiple simulations and videos that bring a real world context. Real world experiences, such as visiting your local fish market, are provided as extensions. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | Students will have to work in groups and it will be necessary to complete the tasks. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | The resource offers suggests four types of assessment.
|
| 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 | This is not a focus of this resource |
| 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 | This resource follows Holly and Boris Worm, alongside local fishermen and scientists from Ocean Wise, Marine Institute and DFO to examine the complexities of managing marine natural resources and the potential recovery of cod making it an authentic context for students. |
| 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 | Very Good | In this resource, students will get to choose their own learning path and question to answer. |
| 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. | ||
