quarter of the global fish stocks are regarded as overfished, half of these been exploited to the limits of their capacity. Overfishing occurs when more fish are continuously being caught than naturally proliferate. Scientists fear that many stocks will collapse if the politics and management of fisheries do not change drastically. This means that fisheries activities must be coordinated internationally and that fish as a resource must be handled sustainably by law. From an economic perspective, overfishing is a problem which has developed because fish stocks are a common resource. A fish in the sea belongs to everyone; a caught fish belongs only to the fisherman.

The online game ecoOcean addresses this issue and shows that large catches do not necessarily bring the best results. In ecoOcean the players become fishermen and have to develop the best possible strategy for sustainable fishing.

The Idea
The online game ecoOcean was designed in association with the Cluster of Excellence “The Future Ocean” at Kiel University from the research of the “Sustainable Fisheries” work group.

In “The Future Ocean”, economists, lawyers, fishery biologists, oceanographers and geologists work together on developing new approaches and models for the realisation of a sustainable fisheries management concept.

I created this rubric for the Student - Directed Study outcome in Environmental Science 20. I wanted to leave the rubric very broad - based in order to give the students freedom to choose how they wanted to complete the project. Fostering creativity in our students is one of the 21st CCs (Competency 1: Creativity, Innovation, Entrepreneurship). By giving our students freedom to choose what they want to learn, how they want to go about learning it, and how they want to demonstrate their learning, we are embodying 21st Century Assessment practices. This assessment also gives the student a chance to think critically (competency 2), as they must complete research and then use the research to conclude how to answer their research question. The ability to acquire and process and wide variety of information to find out what is relevant is a major part of critical thinking. In this project, the students are required to work with at two of their peers at different times throughout the project to peer assess and collaborate in order to improve their projects. The idea of working with your peers to improve your product is part of 21st CCs (number 3), and is an essential skill for the students to have as they enter the work force. Throughout this assignment, the students will use a variety of forms of technology in order to complete their research and present their findings, which falls under competency #7.

This comprehensive resource from Saskatchewan Rivers Public School Division includes units of study plus curricular and assessment resources for Grade 11 Arts Education, ELA, Physical Education and Wellness, Practical and Applied Arts, Mathematics, Sciences and Social Studies. Look for rubrics, unit plans, sample year plans (and templates), Treaty Education outcomes and indicators as well lots of other teacher resources. Some of the information is not available as a login is required.

The following file contains the assets (or resources) to accompany the Sask DLC Environmental 20 course. Please note that this is not the content of the course, but the assets used to support and deliver it. The files are organized in a zipped folder. You can download it and extract the files. Links are provided to other resources that may also be useful. 

The result is an immersive, multimedia experience that brings players on a deep dive into key sequences and major science themes covered in the documentary and digital series. Using a combination of clickable 360 landscapes, 2D and 3D videos, animations, interviews with scientists, and mini-games, the Polar Lab takes players onto the ice and into the lab in search of evidence to answer big questions about Earth’s climate—past, present, and future. It also puts them in the driver’s seat, as they work with host Caitlin at “Polar Lab HQ” to collect data from the field, answer questions, and play games to keep the story moving through three action-packed missions…and what a story it is.

Welcome to Secondary Science Implementation Support. This site from the Ministry of Education in SK has a huge collection of excellent supports for High School Science.

There are currently over 500 supports available.

Select "Support Materials" from the menu on the left.

This site houses materials developed to support teachers' implementation of secondary science courses. The Support Materials section contains materials that have been developed and refined by each of the course-specific Secondary Implementation Support teams. Teachers are free to use these materials as they wish.
Any teacher may post questions in the Discussion Board and/or share their materials. Note that copyright must be respected in all cases.

Support materials for Science 10, Health Science 20, Environmental Science 20, Physical Science 20, Chemistry 30, Physics 30, Biology 30, Earth Science 30, Computer Science 20 and Computer Science 30 have been posted.

You must be logged into Blackboard to see the supports.

This resource can help you access Blackboard as a SK Teacher if you are having difficulty: https://s3.amazonaws.com/sws.oercommons.org/media/editor/30/Accessing_Blackboard.pdf (Copy and paste this url into a browser).

Please note: You will need to click "Open this in a new window" to view the resource when the message appears.