High School Block:

Aquatic Sciences, Aquaculture, and Fisheries 120

Oceans and freshwater bodies cover 71% of our planet’s surface and play major roles in human culture, food systems, transportation, energy, and beyond. We rely on the existence of these water habitats, and that leaves us responsible to balance the benefits we reap from this vast blue economy with the need to use our science and governance mechanisms to sustainably manage those resources. Aquatic Sciences, Aquaculture, and Fisheries 120 introduces learners to the blue economy. Learners will dive into inquiry-based learning while exploring the aquaculture industry, fisheries, and aquatic systems. In this context, learners will build scientific literacy skills such as observing, questioning, predicting, data collection, analysis, drawing conclusions, applying knowledge, and communicating results. This course explores career pathways. Learn about the vital role aquaculture and fisheries play in our daily lives and discover the diverse range of career opportunities available, from marine biology to environmental stewardship. Furthermore, this course emphasizes personal connections, sustainable practices, and respect of Indigenous ways of knowing, in a local and global context.

This course directly connects to the United Nation Sustainability Development Goals (UNSDG’s): 6 Clean Water and Sanitation, 11 Sustainable Cities and Communities, 12 Responsible Consumption and Production, 13 Climate Action, 14 Life Below Water, 15 Life On Land.

Recommended Science 9 and 10

CONTEXTS AND CONCEPTS

  • Explore, Discover, Connect
  • Blue economy
  • Aquatic sciences
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GRADE 12

Strand: Blue Economy

Big Idea: Industry

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

Big Idea: Aquaculture

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

Big Idea: Fisheries

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

Strand: Aquatic systems

Big Idea: Hydrosphere

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

Big Idea: Biosphere

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
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