GRCI Geography: Connecting People and the Environment
Fisheries: Wild Versus Farmed - Student Worksheet
Learning Goal: “I can analyze the fishing industry in Canada and issues surrounding this issue”
Task: Log on to: http://www.canadiangeographic.ca/atlas/themes.aspx?id=pacific&sub=pacific_industry_fisheries&lang=En
-Using the Table of Contents at the front of The Canadian Atlas, find the map entitled “Pacific and Mountains”.
-Read the information under the title “Fisheries: Wild Versus Farmed” and answer the following questions:
1.) Identify the two types of bodies of water where British Columbia’s commercial fisheries harvest many different kinds of fish. ______
2.) How many species of fish and other species are harvested?______
3.) Name the fish species which is the most commercially valuable. ______
4.) Why have the pacific fisheries become more important than they used to be?
5.) • Name three Pacific groundfish species. ______
6.) Briefly explain three reasons why the fishery faces declining catches.
______
______
______
7.) The solution to declining catches has been to allow aquaculture to expand. Define aquaculture.
______
______
8.) Where are the fish farms located in BC? Describe the location.
______
______
9.) What is the major concern about aquaculture? Give an example. ______
______
• What is a moratorium? (HINT: Use a dictionary to find out what this word means)
______
• What happened when the seven year moratorium on fish farm expansion was lifted?
______
10. Thinking: If a different method of salmon aquaculture (i.e. closed containment) was used and did not threaten the environment, it might solve the problem of declining salmon stocks in BC as well as ensure protection of wild salmon stocks. Do you think this could make salmon aquaculture in B.C. sustainable? Explain.
Criteria / Level 1 / Level 2 / Level 3 / Level 4Paragraph form / Response is not written in proper format and is not in paragraph form. / Student has attempted to write in paragraph form or follow format / Student has written in paragraph form and has followed the basic format / Student has written in proper paragraph form. The response has a clear introduction, body paragraphs and conclusion.
Taking a position, forming an opinion / Student has not taken a position and has not answered the question at hand in their response / Student has attempted to take a position and to answer the question at hand / Student has taken a position and has answered the question at hand with some clarity. / Student has taken a position and has answered the question at hand with clarity and detail.
Supporting details/facts / Argument/Response is not supported with facts or detail / Argument/Response is supported with very little facts and detail / Argument/Response has been supported with some facts and detail. / Argument/Response has been supported with at least three facts and detail. Writing style is clear and concise, free from error
Graphing Comprehension
In The Canadian Atlas, read the pie graph underneath the paragraph entitled “Fisheries: Wild versus Farmed” and complete the table and questions below.
• Value of B.C. Catches Fisheries Sector / Value in millions of dollarsWild salmon
Farmed salmon
Wild and farmed shellfish
Herring
Groundfish
Other
TOTAL
What is the total value in millions of dollars from salmon, both wild and farmed?
______
• Look at the graph, read the highlighted sentence, and circle the correct fraction.
Together wild and farmed salmon make up approximately 1/3 1/2 3/4 of the value of B.C. catches.
• If a moratorium on all fish farms was put in place, how much money would be lost from the BC economy?
______
• If wild salmon are threatened by net cage aquaculture, what impact will aquaculture have on:
The economy (making money and providing jobs)?
______
______
______
The long-term future of wild salmon stocks?
______
______
______
The fisheries overall?
Canadian Council For Geographic Education 5THE CANADIAN ATLAS ONLINE BRITISH COLUMBIA – GRADE 6 Canadian Council For Geographic Education 6
______
______
______