Happy Fishing 5E Name ______________________________________ Period _______________ Date __________________ commons.wikimedia.org Engage What are some parts of nature that we all share? What are some parts of the community that we all share? Explore 1. Divide into groups of 4. Place your ocean (paper plate) into the center of the table. Your teacher will stock with 4 different species fish (colored marshmallows). 2. Each fisherperson gets a napkin, two straws, a piece of tape. Create a net by attaching a 6-7 cm length of tape between two straws. You will the tape to pick up fish (marshmallows). 3. Use a paper towel for your boat. 4. You will fish for 4 species of fish. a. _______________ are worth $3 b. _______________ are worth $5 c. _______________ are worth $5 d. _______________ are worth $10 5. To gather fish, use the tape to pick them up out of the ocean and place in your boat. NO FINGERS in the ocean, but you can use fingers to take fish off the tape in your boat. 6. You will fish for 30 seconds as your teacher tells you to start and stop. 7. At the end of each season, you will fill out the tally sheet (data). Rules of the game: ● ● ● ● ● ● You all belong to the same village, but will fish as an individual. You are competing with the other people in your village (group). You will fish in your ocean for 4 seasons/years. Each fishing season lasts 30 seconds. You must earn at least $5 each season to stay in business or survive. At the end of each season, the fish left in the ocean will reproduce. Two fish of the same species will create two more fish. (Fish mate in pairs). Your teacher will come and re-stock with babies between each season. The person with the most $ at the end of the game earns extra credit. Data StrategicScience My Boat: Record how many fish you caught each season and how much money you made. Year 1 Color of Fish/Price # Fish Year 2 $ Value # Fish Year 3 $ Value # Fish Year 4 $ Value # Fish $ Value $3 __________ $5 __________ $5 __________ $10 _________ The Ocean: Record how many fish are left in the ocean. Color of Fish/Price Year 1 Year 2 Year 3 Year 4 $3 __________ $5 __________ $5 __________ $10 _________ The Fishing village: Record the amount of money made by the whole fishing village. Names of people in your village Year 1 My Total Income ____________' s Income ____________' s Income ____________' s Income ____________' s Income Total Income per Year for the village StrategicScience Year 2 Year 3 Year 4 Total of all 4 years per villager Explain 1. Describe the state of your ocean after the first round and the third round: 2. What was your strategy as a fisherperson to keep your boat in business? Did the fisher people in your group have a unified strategy for your ocean? Explain. 3. What rules did you make OR what rules should you have made as a group to be able to continue fishing year after year? Be specific. 4. Did the village’s total income increase or decrease over time? Why? 5. Mathematically, what is the best strategy for making the most money over many years? 6. What kind of rules would you make if you were a policymaker at the Fish and Wildlife Service in the US in charge of making sure the fishing industry didn’t run out of crabs, fish, lobster etc.? (Think about numbers, sizes, females, etc.) 7. How would you enforce your rules? 8. Think about it: What other shared resources besides ocean fish would face the same issues as in this game? Write a Claim about how shared resources can be depleted and how to sustainably manage them. Elaborate StrategicScience Discuss your local lake, ocean, or river fishing regulations. For Castaic Lake go to: http://www.castaiclake.com/rules_and_regs.html#fishing What happens when people violate fishing regulations? Watch this video: https://www.youtube.com/watch?v=hBkWDTYHlLY 9. What did this young fishermen do wrong? 10. How much is the fine? Watch this video up to minute 3:43: https://www.youtube.com/watch?v=YsK4yg6hDj8 11. What was the limit per day? 12. How much was the guy over the limit? 13. How much was his fine? Oceans are considered “commons”—resources that we own together as citizens of the world or in a certain nation, state, or community. The “Tragedy of the Commons” was an essay written by Garrett Hardin explaining how human nature leads to overexploitation without rules and regulations. His study focused on open grazing land. https://www.youtube.com/watch?v=CxC161GvMPc 11. Which “commons” were first discussed as being overused over a hundred years ago in Great Britain? 12. At minute 2:30: What happens when an individual puts their well-being over the common good? What are the results? 13. How has overuse of antibiotics by the meat industry affected all of us? 14. How have humans solved some of these problems? https://www.youtube.com/watch?v=KZDjPnzoge0&list=PLSPDrltwsbhixa6vjrpcPx-FAZjamGmJu&index=2 What are some other examples of commons listed in this video? 15. Evaluate Summarize the concept of Tragedy of the Commons and the solution in 2-3 complex sentences. Happy Fishing 5E Teacher Notes StrategicScience Name ______________________________________ Period _______________ Date __________________ commons.wikimedia.org Engage What are some parts of nature that we all share? What are some parts of the community that we all share? Students write and then share. Don’t correct them if they’re wrong and share out private resources such as food, gas, homes etc. You can go back and discuss incorrect answers at the end when they realize that a commons is about shared, public resources. Explore 8. Divide into groups of 4. Place your ocean (paper plate) into the center of the table. Your teacher will stock with 4 different species fish (colored marshmallows). Stock each plate with 4-6 of each color of mini-marshmallow. 9. Each fisherperson gets a napkin, two straws, a piece of tape. Create a net by attaching a 6-7 cm length of tape between two straws. You will the tape to pick up fish (marshmallows). 10. Use a paper towel for your boat. 11. You will fish for 4 species of fish. Have the kids fill in the colors-depends on which colors you have in the minimarshmallow bag. 12. a. _______________ are worth $3 b. _______________ are worth $5 c. _______________ are worth $5 d. _______________ are worth $10 13. To gather fish, use the tape to pick them up out of the ocean and place in your boat. NO FINGERS in the ocean, but you can use fingers to take fish off the tape in your boat. 14. You will fish for 30 seconds as your teacher tells you to start and stop. 15. At the end of each season, you will fill out the tally sheet (data). Rules of the game: Tell kids to read or listen to the rules carefully, but don’t give hints. ● ● ● You all belong to the same village, but will fish as an individual. You are competing with the other people in your village (group). You will fish in your ocean for 4 seasons/years. Each fishing season lasts 30 seconds. StrategicScience ● ● ● You must earn at least $5 each season to stay in business or survive. At the end of each season, the fish left in the ocean will reproduce. Two fish of the same species will create two more fish. (Fish mate in pairs). Your teacher will come and re-stock with babies between each season. The person with the most $ at the end of the game earns extra credit. After each round, go around and re-stock 2 fish for every 2-fish left of each color. Two different species (colors) can’t mate and make babies. At the end of the 1st round, many groups may have depleted their oceans, because they weren’t listening to the rules very well. So, you may choose to let them “throwback” some fish from their boats for this round. This allows them to negotiate with each other and strategize. This also allows them to continue with the game and figure out the concept. I explain to kids on the 4th round that they can just “go for it” and fish for all the marshmallows even though in real life they would need to sustain their ocean indefinitely. Data Answers will vary My Boat: Record how many fish you caught each season and how much money you made. Year 1 Color of Fish/Price # Fish Year 2 $ Value # Fish Year 3 $ Value # Fish Year 4 $ Value # Fish $ Value $3 __________ $5 __________ $5 __________ $10 _________ The Ocean: Record how many fish are left in the ocean. Color of Fish/Price Year 1 Year 2 Year 3 Year 4 $3 __________ $5 __________ $5 __________ $10 _________ The Fishing village: Record the amount of money made by the whole fishing village. Names of people in your village Year 1 My Total Income ____________' s Income StrategicScience Year 2 Year 3 Year 4 Total of all 4 years per villager ____________' s Income ____________' s Income ____________' s Income Total Income per Year for the village Ask students from each group who won and the $ made. Find out the overall winner in the class. Explain 11. Describe the state of your ocean after the first round and the third round: 12. What was your strategy as a fisherperson to keep your boat in business? Did the fisher people in your group have a unified strategy for your ocean? Explain. 13. What rules did you make OR what rules should you have made as a group to be able to continue fishing year after year? Be specific. 14. Did the village’s total income increase or decrease over time? Why? 15. Mathematically, what is the best strategy for making the most money over many years? 16. What kind of rules would you make if you were a policymaker at the Fish and Wildlife Service in the US in charge of making sure the fishing industry didn’t run out of crabs, fish, lobster etc.? (Think about numbers, sizes, females, etc.) Students should come up with answers such as limits or quotas, only catching females, size limits etc. Ask kids if they’ve ever watched “Deadliest Catch” and reference their quotas, size limits and only males. Ask kids what the limits are at the local lakes-you may have 1-2 kids who fish locally. StrategicScience 17. How would you enforce your rules? 18. Think about it: What other shared resources besides ocean fish would face the same issues as in this game? Write a Claim about how shared resources can be depleted and how to sustainably manage them. This is the time in a learning cycle that you check for understanding. Go around to each group and quickly read the statements. Clear misconceptions. Students may struggle with this task at first, but will get used to it later. Be careful not to give away too much information. The more that they can struggle with and then reason out themselves, the better they retain and understand the information. Elaborate Discuss your local lake, ocean, or river fishing regulations. For Castaic Lake go to: http://www.castaiclake.com/rules_and_regs.html#fishing What happens when people violate fishing regulations? Watch this video: https://www.youtube.com/watch?v=hBkWDTYHlLY 19. What did this young fishermen do wrong? He caught a breeding female lobster 20. How much is the fine? Watch this video up to minute 3:43: https://www.youtube.com/watch?v=YsK4yg6hDj8 11. What was the limit per day? 12. How much was the guy over the limit? 13. How much was his fine? Oceans are considered “commons”—resources that we own together as citizens of the world or in a certain nation, state, or community. The “Tragedy of the Commons” was an essay written by Garrett Hardin explaining how human nature leads to overexploitation without rules and regulations. His study focused on open grazing land. https://www.youtube.com/watch?v=CxC161GvMPc 11. Which “commons” were first discussed as being overused over a hundred years ago in Great Britain? Grazing Land 12. At minute 2:30: What happens when an individual puts their well-being over the common good? What are the results? Its detrimental to the whole society StrategicScience 13. How has overuse of antibiotics by the meat industry affected all of us? Created antibiotic-resistant diseases 14. How have humans solved some of these problems? Laws, rules, regulations https://www.youtube.com/watch?v=KZDjPnzoge0&list=PLSPDrltwsbhixa6vjrpcPx-FAZjamGmJu&index=2 What are some other examples of commons listed in this video? 15. Evaluate Summarize the concept of Tragedy of the Commons and the solution in 2-3 complex sentences. Students should practice the skill of succinctly writing down a concept with detail. Ask students to read aloud their statements. Clear up any misconceptions. Ask them to look at the beginning of the lab—the Engage section. Have them correct their answers. Remember, a “commons’ is something that is shared. Parks, Libraries, Air quality, public lakes, Public forests (national forests), water supply (sort of). There are private sources of water and public sources of water. The West coast has water rights, but if a city owns certain water rights, they manage it for the common good so it’s a commons. A private well is not a commons. Kids also need to know to write National Forests instead of just “forests” as a lot of logging is done on private land. StrategicScience
