To
start the development of a project, the teacher should frame some
questions to be used as trigger. From this start point, the teacher
will learn what students know about the problem of fishing activities,
for instance: who fishes, how people fish, etc.
The first answers of the students will be written on a poster to
compare them when the time for evaluation comes. Doubts on the matter
could be written, there, too.
From those previous students’ ideas, the teacher will be able
to redesign or modify the project activities. The following items
correspond to the third project stage, that is information gathering:
 Read the information of the Coastal Biodiversity Map.
• Which are the problems mentioned
in the map, related to fishing activities?
Organize series of questions to collect information on how our fishing
companies affect on these problems, considering:
• Way of fishing (fishing gears)
• Number and type of ships used
to fish.
• Species caught.
• Products.
• Tones of fish caught per year
or month.
Organize data and compare them with data included in the map.
Prepare a folder to put together all the information collected.
Answer the following questions based on the information provided
by the Costal Biodiversity Map and the infograph presented in
"The
Fisheries of Patagonia" »
• Are there sectors identified
for each species?
• How far from the coast are
they located?
• How deep?
• Are there fishing sectors...?
Make a research on hake and squid:
• How do they breed (way, season,
quantity)?
• What do they feed of?
• How long does it take them
to reach maturity?
• What species are their predators?
Observe the layout of a trawl net (Figure 1) and answer:
• What species could be caught
in it? When the target is only hake.
• What happens to the other species
caught?
• Can they survive?
• Would this situation be more
serious in a particular period of the year?
• What recommendations would
you suggest? |
|
Analyze other fishing gears.
Other fishing gears currently used are the following:
• Hoop nets.
• Trawl nets .
• Gill nets
• Jiggers
• Lines and Hooks
Investigate how each gear works.
• Does all these gears have the
same impact on the species?
Think about the grounds banned to fishing activities.
Some restrictions to fishing activities exist. These prohibitions
have different goals, protection of periods of time coincident with
reproduction and juvenil stage or protection of definite areas.
• Who establishes these prohibitions?
Draw a new map with areas opened to fishing activities.
• Banned areas: who results affected
by them?
• What would happen if the banned
areas did not exist?
Observe the banned seasons in the map:
• In what zones are fishing
activities prohibited during the whole year? And for half a year?
• What is the reason for these
different periods of time?
• What other places could be suggested
to ban fishing activities?
Research in your community:
• How important is fish
in your everyday diet? Why?
• How many shops selling fish
are located in your city?
• What species are the most consumed?
• What is the nutritional supply
provided by fish?
• What place does fish take in
the alimentary pyramid?
Figure 1.
Students could prepare by groups a folder with news on fishing activities
adding a summary of each article.
The work guide presented above can help to the development and execution
of a project. This guide considers different moments or stages of
a classroom project. It will be enhanced with the support of teachers. |
