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Did you know the seafood industry is an expansive business that touches upon many corners of human life? In this resource, you will find seven lessons. Each of the lessons includes discussions and activities, all having one ultimate objective; to educate, equip and empower students to be stewards for sustainable seafood choices.
Lesson 1- Students will be able to:
Lesson 2- Students will be able to:
Lesson 3- Students will be able to:
Lesson 4- Students will be able to:
Lesson 5 – Students will be able to:
Lesson 6 – Students will be able to:
Lesson 7 – Students will be able to:
Students will learn to
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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||Good|
The lesson plans help students appreciate and understand the process involved in making decisions that determine what constitutes an allowable catch in maintaining a sustainable seafood industry. All by allowing them a chance to debate and voice their opinion.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Multiple environmental factors such as: fish biology/ life cycle /population size and ocean ecosystems; economic factors supply/demand/ scarcity/profit; and social factors jobs/food supply/cultural traditions/waste management.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The seafood industry is an expansive business that touches upon many corners of human life; ranging from supplying protein in our diets to providing employment for communities to being a tool of creativity and history for seafood chefs. With the many avenues seafood shapes, it is significant to highlight how the growing demand for it is contributing to declining fish populations. Especially as the planet faces environmental challenges such as climate change, ocean acidification and habitat destruction, conversations about resource extraction have become particularly relevant.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The resource makes some suggestions of action opportunities but no action plan details are provided.
|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|
During the lesson plan, students will explore through video, case studies or data a variety of reasons seafood is such an important factor to our society. That will make students consider what weight or value they attach to the well being of the seafood industry, to the importance of a healthy marine economy, to the communities that dependent on it, and to government's responsibility in regulating the fishery industry.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
The lessons help students develop empathy for the people depending on the seafood industry.
|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|
There is enhancement on understanding the marine ecosystems and their sustainable use.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The resource activities encourage students to be aware that their local seafood choices have a global impact.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Students realize the factors of our changing society and understanding their effects on the seafood industry. In doing so, they identify the factors that determine changes in fish populations, waste management and climate change.
|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|
Multiple opportunities are presented for students to express their opinions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Students work within a number of disciplines, and multiple opportunities for extended learning is presented.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with critical questions to process to arrive at solutions to the growing demand of seafood within declining fish populations.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lesson has multiple teaching strategies and tools presented.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Very Good|
Many group and cooperative learning opportunities are suggested in the resource.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Ideas of different assessments and rubrics are included.
|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.|
The lesson plan includes many simulations and cooperative learning activities that allow students to benefit from classmates' perspectives in carrying out the roles assigned and from the presentations made.
|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|
The lessons presents a variety of case studies.
|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 individual lessons strike a good balance between teacher-directed discussion and assignment and student responsibility and autonomy to ensure that students understand the complexity of the issue.
|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.|