Skill Descriptor: Explore how culture and society relate of the modern blue economy in New Brunswick.

Global Competencies: CM, CTPS, SGC

Achievement Indicators:

• Hypothesize why ocean industries exist in various locations in New Brunswick
• Compare and contrast First Nations and settlers’ practices related to blue economy
• Evaluate the economic impact of aquaculture and fisheries on global to local food security

Skill Descriptor: Explore ocean industries from global to local.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Evaluate ocean industries and their roles in society, through a sustainable lens considering economic, social, and environmental impacts
• Explore the concept of maintaining balance with regards to natural capital in services and value to marine industry
• Model aquatic industry safety practices
• Review the historical context and significance of transportation for aquatic food sources

Skill Descriptor: Develop an informed career pathway in the blue economy.

Global Competencies: CL, CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Identify and report on the varied roles within blue economy
• Identify a preferred career related to the blue economy
• Create a pathway for a chosen career related to the blue economy
• Apply environmental practices to model an environmentally sustainable future
• Use labour market information to explore career pathways of interest in the blue economy

Skill Descriptor: Examine the types of aquaculture in New Brunswick, Atlantic provinces, and globally.

Global Competencies: CM, CTPS, ICE, SASM, SGC 

Achievement Indicators:

• Explore aquatic ecosystems and related aquaculture production outside of Atlantic Canada
• Model the types of aquaculture Consider: fed compared to non-fed, full-cycle compared to growing/ranching, fin fish, shellfish, algae and aquatic plants, near shore compared to off shore
• Compare and contrast aquaculture across a variety of marine regions. Consider: location, ocean (in-situ) compared to land-based, type of product or purpose of product (food, textile, etc)

Skill Descriptor: Model the process of aquaculture products from egg to plate.

Global Competencies: CM, CTPS, ICE, SASM, SGC

Achievement Indicators:

• Model the production process of an aquaculture species including life cycle (egg to plate)
• Model support industries and interconnections.
• Identify a preferred aquaculture or related career and create a pathway option
• Compare and contrast New Brunswick aquaculture with global aquaculture production

Skill Descriptor: Examine the types of commercial fisheries in New Brunswick, Atlantic provinces, and globally.

Global Competencies: CM, CTPS, ICE, SASM, SGC 

Achievement Indicators:

• Classify categories of fisheries
• Compare and contrast fisheries across a variety of regions. (location, fishing seasons, ocean vs land-based, type of product, purpose of product, sport fishing compared to commercial)
• Examine the variety of products caught and or processed in New Brunswick, and Atlantic provinces

Skill Descriptor: Model fisheries’ products through harvesting and processing.

Global Competencies: CM, CTPS, ICE, SASM, SGC 

Achievement Indicators:

• Model support industries and interconnections in fisheries
• Identify a preferred fisheries or related career and create a pathway option

Skill Descriptor: Explore the physical structure and composition of the aquatic environment by using instruments and/ or data.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Identify the characteristics of the hydrosphere, such as major ocean layers and zones (ex: circulation, pelagic/benthic zones stratification and mixing)
• Identify abiotic factors (salinity, temperature, light intensity, pressure, sound, sediment, pH, oxygen concentration)
• Develop aquatic science lab skills and apply scientific literacy skills
• Model interactions among abiotic factors
• Predict the impacts of changes in the abiotic ocean factors (ocean acidification, temperature increase, sea-level rise, erosion)
• Investigate the physical factors of waves, tides, ice, and currents to explain impact on shorelines and oceans
• Analyze the components of the hydrology cycle and how they contribute to the movement of water locally and globally by modelling heat transfer (Ex. the atmosphere, weather events and biosphere)
• Explore the structure and composition of freshwater environments

Skill Descriptor: Analyze characteristics of habitats and species.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Explore the connections between biotic and abiotic factors of zones, habitats, and biomes (Ex: intertidal, salt marsh, estuary, deep ocean, lake, river)
• Investigate a local body of water by using relevant instruments (or by conducting a research project) to predict the types of species that may live there
• Construct a model of an aquatic biome to highlight abiotic and biotic characteristics
• Analyze the impact of events by examining current or historical case studies of issues (aquatic environmental regulation or rightsholder issues)
• Connect anatomical features to physiological functions in aquatic organisms
• Using models of life events to predict the impact of the environmental factors on species survival

Skill Descriptor: Investigate human relationships with aquatic environments.

Global Competencies: CM, CTPS, SASM, SGC

Achievement Indicators:

• Explore the impacts of human activities on aquatic environments
• Examine how First Nation cultural practices inform stewardship of aquatic environments
• Observe and reflect on possible pollution sources to hydrosphere and mitigation strategies