Oceans Canada

Oceanography in Atlantic Canada

Have students create a poster on the carbon cycle. Discuss how important the ocean is to the carbon cycle. Half of the class can then write a story on what they think would happen if the ocean suddenly kept more carbon dioxide than usual, while the other half of the class can imagine that the ocean released more carbon dioxide than normal. Have the students read their stories out loud and then again discuss how important the ocean is to the carbon cycle. The students can then brainstorm what human activities may result if too much carbon dioxide was released or retained by the ocean, and what humans could do to prevent this. More advanced students can explain in chemical terms, how carbon is cycled through the ocean (including carbonic acid, bicarbonate ions, and carbonate ions).

More advanced students, who have taken basic chemistry, can investigate the following business idea: “The management team of a company read in a science magazine that seawater contains trace amounts of gold. They decide that they will harvest the gold, to make money, as distillation of the water is less expensive than the value of the gold they will recover. They are sure they will make a fortune.” Students can be instructed to: a) research how gold can be recovered from seawater and comment on their idea of distillation, and b) write a report on whether or not they think the company will make money.

Pan Canadian Learning Outcomes Correlation

In Grades 7-9 students will:

1. (304) explain and compare processes that are responsible for the maintenance of an organism’s life
2. (305) explain processes responsible for the continuity and diversity of life
3. (306) describe interactions and explain dynamic equilibrium within ecological systems
4. (309) recognize that many phenomena are caused by forces and explore various situations involving forces
5. (422) appreciate the role and contribution of science and technology in our understanding of the world
6. (426) confidently pursue further investigations and readings
7. (435) become aware of the consequences of their actions

In Grades 10-12 students will:

1. (117) analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours
2. (215) work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results
3. (319) identify and explain the diversity of organic compounds and their impact on the environment
4. (440) acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
5. (442) confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
6. (443) use factual information and rational explanations when analyzing and evaluating
7. (444) value the processes for drawing conclusions
8. (445) work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

Have students create five food chains that depict actual organisms found in the ocean, reminding them to start each with a primary producer. They can then create a food web based on their chains. Discuss with the students the impact if the numbers of just one species decreased or increased. Brainstorm with the class what natural and human factors play a role in increasing and decreasing a population’s size.

Using the Internet, students can research the GLOBEC program. They can create a world map to show where research is being done for this program, and a brief overview of the purpose at each site. Students can then see the global nature of this program, and begin to understand that world-wide, not just regional, co-operation is needed in matters concerning the ocean and global climate.

Pan Canadian Learning Outcomes Correlation:

In Grades 7-9 students will:

1. (211) work collaboratively on problems and use appropriate language and formats to communicate ideas
2. (304) explain processes that are responsible for the maintenance of an organism’s life
3. (306) describe interactions and explain dynamic equilibrium within ecological systems
4. (432) be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment
5. (433) project, beyond the personal, consequences of proposed actions

In Grades 10-12 students will:

1. (117) analyze how individuals, society, and the environment are interdependent with scientific and technological endeavors
2. (318) evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
3. (440) acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
4. (450) be aware of the direct and indirect consequences of their actions

Methods of mapping the ocean floor and showing water depth levels evolved from the early days of tossing heavy lines overboard, to the use of sonar, and then to satellite imagery. Today, both sonar and satellites are used to provide accurate pictures. Divide the class into 6 groups, with each group investigating how one of these three methods work. Students can then create a poster of their findings, and present it to the class. Follow up with a discussion of how the technology improved as our scientific knowledge improved.

Pan Canadian Learning Outcomes Correlation:

In Grades 7-9 students will:

1. (110) describe the development of science and technology over time
2. (112) illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavors
3. (211) work collaboratively on problems and use appropriate language and formats to communicate ideas
4. (307) describe the properties and components of matter and explain interactions between those components
5. (422) appreciate the role and contribution of science and technology in our understanding of the world
6. (426) confidently pursue further investigations and readings

In Grades 10-12 students will:

1. (117) analyze how individuals, society, and the environment are interdependent with scientific and technological endeavors
2. (440) acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
3. (445) work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

In groups, have students research how a specific species is farmed. They can then build a model of the operation to present to the class. They should be prepared to discuss the advantages and disadvantages of obtaining this species by this method as compared to obtaining it from the natural environment. More advanced classes should also be prepared to answer the question “Is this method sustainable?” and “Is this a long-term solution for supplying the world with this species? Why or why not?”

Imagine this situation: A local business has just received an aquaculture license for salmon. Some people in the community are glad that this will provide jobs for the people in the area. Others are afraid of the damage the aquaculture operation might have on the area.

Have the students research aquaculture operations, and then hold a class debate on the issues. The resolution might read: “Be it resolved that the aquaculture operation will be good for this area.”

Pan Canadian Learning Outcomes Correlation:

In Grades 7-9 students will:

1. (109) describe various processes used in science and technology that enable us to understand natural phenomena and develop of technological solutions
2. (112) illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavours
3. (113) analyse social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspectives
4. (211) work collaboratively on problems and use appropriate language and formats to communicate ideas
5. (304) explain and compare processes that are responsible for the maintenance of an organism’s life
6. (305) explain processes responsible for the continuity and diversity of life
7. (306) describe interactions and explain dynamic equilibrium within ecological systems
8. (423) appreciate that the applications of science and technology can have advantages and disadvantages
9. (426) confidently pursue further investigations and readings
10. (431) work collaboratively in carrying out investigations as well as in generating and evaluating ideas

In Grades 10-12 students will:

1. (117) analyse how individuals, society, and the environment are interdependent with scientific and technological endeavours
2. (118) evaluate social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a variety of perspectives
3. (212) ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues
4. (318) evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
5. (437) appreciate that the applications of science and technology can raise ethical dilemmas
6. (440) acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
7. (443) use factual information and rational explanations when analysing and evaluating
8. (445) work collaboratively in generating and evaluating ideas
9. (447) project the personal, social, and environmental consequences of proposed action

Hold a mock community meeting to depict a fictional yet realistic announcement of the northern cod moratorium as announced July 2nd, 1992. Have the students research beforehand, and then act out, the role of one of the players in this moratorium.

1. Read the following synopsis with the students.On July 2nd, 1992, the first of several moratoriums on fishing northern cod in Atlantic Canada’s waters was announced. This signaled both ecological and economical devastation for this region.Some people blamed changing environmental conditions on the stock’s collapse. Others said the northern cod was overfished by both foreign and Canadian vessels.

   The moratoriums were disastrous for many of the coastal fishing communities whose economies depended on the northern cod. Though fishermen and their families and processing workers were directly affected by the closure, others were indirectly affected. Small business owners in the area were faced with fewer customers and some shops closed.

2. Divide the class into 8 groups of 3-5 students and assign a role for them to research. Stress that everyone in the group should share their research and ideas.Groups:Older fishermen: You have been fishing all of your life, just as your father and his father did. You have seen the size of your catch decreasing for years, and some of you may have even warned the government of the decreasing northern cod fish population. You do not think you can find another job.

   Younger fishermen: Some of you have left high school early to become fishermen, so many other jobs are closed to you. There are few jobs in your area anyway, so you are unsure as to your future. Some of you have homes to pay for, and families to support.

   Federal Government: You have the difficult task of balancing what is best for the fish population and what is best for the fishing communities. You will have to deal with all of the anger and hurt that the moratorium generates, while explaining why the moratorium is necessary.

   Provincial Government: Your role is to look at opportunities for the displaced workers in the coastal communities, hopefully to stay in the industry. Consider if other organisms (shrimp, lobster, etc.) could be fished sustainably instead.

   Scientists: Your scientific research shows that the population of cod should rebound in a few years and the fishery may be reopened soon. Some of you feel that the crash was due to a change in environmental conditions.

   Scientists: Your research shows that the population of cod may never recover, and that anyone who depends on the fishery for income can not depend on it any more. Most of you feel that the population crash was due to overfishing by Canadian and foreign boats.

   Community shop owners: You fear that with the fisheries closed your business will suffer.

   Production workers: With the fisheries closed, factory processing plants will be closed as well. You are concerned with finding another job.

3. Each student in the group must research the role and the issues surrounding this position. The scientists should be prepared to explain their findings, while fishermen must bring into play the emotional aspect of the closure. Each student should hand in a one page summary of the issues, perhaps in the form of a newspaper article or letter to the editor, for marking.
4. Use one class period for the town meeting. Encourage students to get into the roles, perhaps dressing the part and choosing fictitious names. First have the government come up to the front and announce the moratorium and reasons for it. Then let other groups take the stage as issues arise. The audience is free to heckle the speakers and ask questions. This may become quite heated, just like a real community meeting on this issue.
5. After every group has had its turn, bring the class together and ask which is more important for the fishery: economics or ecology? This can also spark quite a heated debate. Stress that fisheries management must balance the two, a quite difficult task.
6. As a follow up activity, have the students write a Letter to the Editor of a fictional newspaper, explaining the point of view of a different group than the one they previously researched, based on the information revealed in the meeting. You may want to ask more advanced groups what recommendations they would have made in 1980 to help avoid this crisis. Stress that this is much easier to do in hindsight!

Pan Canadian Learning Outcomes Correlation:

• In Grades 7-9 students will:
  • (112) illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavors
  • (113) analyze social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspectives
  • (211) work collaboratively on problems and use appropriate language and formats to communicate ideas
  • (305) explain processes responsible for the continuity and diversity of life
  • (306) describe interactions and explain dynamic equilibrium within ecological systems
  • (423) appreciate that the applications of science and technology can have advantages and disadvantages
  • (426) confidently pursue further investigations and readings
  • (428) consider observations and ideas from a variety of sources during investigations and before drawing conclusions
  • (431) work collaboratively in carrying out investigations as well as in generating and evaluating ideas
  • (432) be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment
• In Grades 10-12 students will:
  • (117) analyze how individuals, society, and the environment are interdependent with scientific and technological endeavors
  • (118) evaluate social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a variety of perspectives
  • (215) work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas
  • (318) evaluate relationships that affect the biodiversity and sustainability of life within the biosphere
  • (437) appreciate that the applications of science and technology can raise ethical dilemmas
  • (440) acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
  • (442) confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
  • (443) use factual information and rational explanations when analyzing and evaluating
  • (444) value the processes for drawing conclusions
  • (445) work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas

For Atlantic Canada: Cultural Scavenger Hunt

Break the students into groups. Give them one week to collect as many stories, songs and other artistic pieces from the region that use the ocean as inspiration. They must then create a poster or bulletin board display to showcase their findings, and to explain the importance of the ocean in the Atlantic region. With older students you may want to discuss how this region would be different if various aspects of people’s interactions with the ocean changed (i.e., fishing was banned, water transportation was banned, etc.)

For Other Regions: Interview

Have your students interview students in an Atlantic Canadian school via email. The purpose of the interview should be to gain an understanding of how the ocean has impacted the lives of Atlantic Canadians. With older students you may want to discuss how this region would be different if various aspects of people’s interactions with the ocean changed (i.e., fishing was banned, water transportation was banned, etc.)

Prior to beginning this activity, the teacher should find potential schools on the Internet (type into a search engine “Nova Scotia”, “New Brunswick”, “Prince Edward Island” or “Newfoundland”, plus “Department of Education” to start finding a list of schools). Make contact with the school well before the activity, explaining your purpose and asking for permission for your students to be partnered with and then email the students in a class in the school.

Pan Canadian Learning Outcomes Correlation:

• In Grades 7-9 students will:
  • (211) work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results.
• In Grades 10-12 students will:
  • (215) work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results.