Lesson:

Protecting Our Ocean Resources

Course:

Honors Marine Biology

Sequence:

Day 1 - Introduction

Teacher:

Sean P. Nash

Duration:

1 period

Learning Objectives

•Describe several examples of human impact on life in the ocean.•Deﬁne and identify the term “bycatch.” •Evaluate current data suggesting smart seafood choices.

Lesson Design

Connection to or Analysis of Background Knowledge

Students are asked to silently make a list of any and all types of seafood they have ever consumed in their life to date. After a period of time, students are paired with another student (think-pair-share) to share lists. Oftentimes students will beprompted into remembering other items they have eaten and the surrounding circumstances. A lineup is then done (by any criteria) to group students into pods of four to share the group’s data on this question internally. Students will then diagram a poster list to be shared out with the other six or so groups in the class. The teacher should facilitate discussion, looking for and pointing out trends in the data and ﬁnally asking for student input on any peculiarities in the data. The teacher shouldalways interject to clear up misconceptions when they occur.

Objective and Purpose (Share the “why”)

Today’s session is an introduction connecting what students have experienced in the world of seafood while growing up inthe midwest... to the current state of our seafood resources. Students often think that the choices they make in Missouri havelittle to no e

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ect on the oceans of the planet. Students should be informed up front that this idea will be addressed and dis-cussed throughout the class in every phase of learning. In today’s introduction, we are looking for an increased awarenessabout critical issues in ocean resources directly pertaining to food issues & practices.

Modeling or Demonstration

Students are led through a largely whole-group discussion as they interact with images and other information on seafood re-sources through the use of a multimedia presentation. Common examples of seafood choices in the United States are givenand related to the health & environmental status of the species. The Blue Ocean Institute’s “Guide to Ocean Friendly Sea-food” will be presented as a key piece here. Students are handed a printed copy of the pocket brochure available here:http://www.blueocean.org/10toAfriend/index.html. As species are presented, student are instructed on how to use the guideto make healthy and environmentally conscious decisions in selecting seafood items from either a restaurant or grocery. Anonline copy of the current seafood guide for reference is found here:http://www.blueocean.org/Seafood/ .

Check for Understanding

Students participate in group questioning through discussion with questions regularly revolving around: “Why do you think this ﬁsh would make a smart choice for seafood?”, “Do you see any potential problems with this species as it relates to it being used as a seafood?”, “Identify some of the problems facing this species in particular.”, etc. Students are also encouraged torecord questions on post-it notes for review at the end of the period and in closure of the lesson as described later.

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