Guide to Coastal and Ocean Protection Law in British Columbia

This is an important new publication by  West Coast Environmental Law

Guide to Coastal & Ocean Protection Law in BC (PDF)

Ocean Law Guide - Cover Image (aerial of ocean wildlife/herring spawn)

Subject: Marine Protection, Coastal and Ocean LawsAuthor: Stephanie Hewson, Linda Nowlan, Georgia Lloyd-Smith, Deborah Carlson & Michael Bissonnette

Summary: 

Are you concerned about the health of your local shoreline, and wondering what your government(s) can do to help? Curious about the complex web of laws, policies and regulations governing the BC coast and ocean? Interested in learning how different authorities and jurisdictions can work together?

Our Guide to Coastal and Ocean Protection Law in BC is a comprehensive resource that covers the wide array of legal tools available to Indigenous, federal, provincial and local governments to protect the coast and ocean in BC.

In addition to being a resource on marine spatial protection law, this Guide is a record of what has been accomplished on the Pacific coast over the last several decades – providing examples that demonstrate how different legal tools have been employed to preserve the health of coastal and marine ecosystems. 


This Guide was developed with the generous support of the Sitka Foundation and the Gordon & Betty Moore FoundationPublication Date: December 3, 2020Publication Pages: 324Publisher: West Coast Environmental LawPublication Format: PDF

Herring Spawn Video from Denman Island

Why are BC residents so concerned about what might happen to their coastline from an increase in shipping and oil tankers?

We don’t have a scene like this video portrays in Metchosin, although we do get frenzy feeding by birds and mammals in the fall at Race Rocks but we do have forage fish which live on our beaches and provide year round food for the ecosystem.

Don’t miss this video from Denman Island : https://vimeo.com/121960894?fb_action_ids=10153160722717497&fb_action_types=

First Nations and Coastal Metchosin

First Nations Peoples have lived on the shores of Metchosin for millenia using the bountiful resources of the sea, the forests and the fields of Camus.  Many different groups occupied the shorelands and this location was at the boundary of the lands of the inner Coast Salish people and the outer coast where more warlike Nootka tribes lived The local tribes  were often caught in the middle of intertriibal warfare.  In the documentation that follows from the Race Rocks website, one such group, from 1500 to 1000 years ago inhabited the area and built the many burial cairns still present in fields of Metchosin, Rocky Point and Race Rocks. Then without any record of what happened, that complete cultural tradition disappeared.

Link to posts on this website tagged “First Nations”

Link to the First Nations FIle:

firstnationheader

 

 

 

 

Index: BC Coastal Ecological Sustainability

Contents /Index[
1.0 Introduction:
2.0 Environmental Sustainability in our Marine Environment

3.0 The Biodiversity and the Need to Conserve

4.0 Physical Story

5.0 Humans as part of Ocean Systems

6.0 A Choice of FUTURES

7.0 Environmental Sustainability in Education 

8.0 Types of Curriculum Activities which could Complement the Sustainability theme.

9.0 Take-Aways for the student from a Sustainability Approach

 

 

6.2 Global Change means Ocean Change

References:

1. Impacts of Climate Change Coming Faster and Sooner: New Science Report Underlines Urgency for Governments to Seal the Deal in Copenhagen…Washington/Nairobi, 24 September 2009

“Recent estimates of the combined impact of melting land-ice and thermal expansion of the oceans suggest a plausible average sea level rise of between 0.8 and 2.0 metres above the 1990 level by 2100. This compares with a projected rise of between 18 and 59 centimetres in the last IPCC report, which did not include an estimate of large-scale changes in ice-melt rates, due to lack of consensus” http://www.unep.org/Documents.Multilingual/Default.asp?DocumentID=596&ArticleID=6326&l=en

2. Widespread Arctic Warming Crosses Critical Ecological Thresholds,Scientists warn.

http://www.sciencedaily.com/releases/2005/03/050308100441.htm

3. Climate ‘altering UK marine life’

The UK’s coasts are becoming stormier places, the report says
The biodiversity and productivity of seas around the UK could already be suffering the consequences of climate change, a report has concluded.

http://news.bbc.co.uk/2/hi/science/nature/6191828.stm

4. Scientists Warn Of Climate Change Risk To Marine Turtles

http://www.sciencedaily.com/releases/2007/02/070220003809.htm


ScienceDaily (Feb. 22, 2007) — North American marine turtles are at risk if global warming occurs at predicted levels, according to scientists from the University of Exeter. An increase in temperatures of just one degree Celsius could completely eliminate the birth of male turtles from some beaches. A rise of three degrees Celsius would lead to extreme levels of infant mortality and declines in nesting beaches across the USA.

5. IMPACTS OF CLIMATE CHANGE ON AUSTRALIAN MARINE LIFE

http://www.greenhouse.gov.au/impacts/publications/marinelife.html

Climate change impacts on marine life and marine ecosystems are likely to dramatically affect human societies and economies. Notable impacts of climate change on marine biodiversity have been observed throughout the world – principally due to the existence of long-term data series. Evidence from Australian waters is sparse, mainly due to a lack of historical long-term data collection. Importantly, little modelling has been conducted to predict future changes in Australian marine ecosystems and this remains a critical gap. This report identified six key questions that need to be addressed by future modelling and monitoring programmes:

6. Ocean climate change and its effects on marine life at all depths

http://www.neptunecanada.ca/science/ocean-climate.html

7. http://www.ec.gc.ca/climate/overview_canada-e.html

“British Columbia/Yukon
Climate change will have significant impacts on British Columbia and Yukon, including increased flood dangers in some areas, drought in others, and widespread disruption to forests, fisheries, and wildlife.
Sea levels are expected to rise up to 30 cm on the north coast of British Columbia and up to 50 cm on the north Yukon coast by 2050, mainly due to warmer ocean temperatures. This could cause increased sedimentation, coastal flooding, and permanent inundation of some natural ecosystems, and place low-lying homes, docks, and port facilities at risk.
Other changes that may result from climate change include:

In winter, increased winter precipitation, permafrost degradation, and glacier retreat due to warmer temperatures may lead to landslides in unstable mountainous regions, and put fish and wildlife habitat, roads, and other man-made structures at risk. Increased precipitation will put greater stress on water and sewage systems, while glacier reduction could affect the flow of rivers and streams that depend on glacier water, with potential negative impacts on tourism, hydroelectric generation, fish habitat, and lifestyles.
Spring flood damage could be more severe both on the coast and throughout the interior of British Columbia and Yukon, and existing flood protection works may no longer be adequate.
Summer droughts along the south coast and southern interior will mean decreased stream flow in those areas, putting fish survival at risk, and reducing water supplies in the dry summer season when irrigation and domestic water use is greatest.

Atlantic
Climate change in the Atlantic region has not followed the national warming trend of the past century, and, in fact, a slight cooling trend has been experienced over the past 50 years. This trend is consistent with projections by climate models.
Atlantic Canada is particularly vulnerable, however, to rising sea levels, whose impacts could include greater risk of floods; coastal erosion; coastal sedimentation; and reductions in sea and river ice.
Other potential impacts include:
• loss of fish habitat;
• changes in ice-free days, which could affect marine transportation and the offshore oil and gas industry; and
• changes in range, distribution, and breeding success rates of seabirds”

6.3 Profiles of Individuals

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Climate Change, Coastal Erosion and Seawalls

These links to external sources on this post are focused on the interactions with Humans in Coastal Areas.

waterfront_cottage CRD– Limit the Impacts of Shoreline and Streamside Development
KONICA MINOLTA DIGITAL CAMERA CRD–Protecting Shorelines and Streamsides
rockyshores CRD –Rocky Shorelines
structures Shoreline Structures Environmental Design ( pdf file) –
A Guide for Structures along Estuaries and Large Rivers
greenshore From Green Shores–The Green Shores program promotes sustainable use of coastal ecosystems through planning and design that recognizes the ecological features and functions of coastal systems.
coastalsediment Coastal Sediment Processes
climchange Climate Change and Coastal Shores In British Columbia
CoastErosionTH Center for Ocean Solutions:
Coastal Erosion and Climate Change
olympia Climate Change : Pacific NW of USA
Impacts on Coastal Areas
seawallclimchange

3.3 Ecosystem Services and Natural Capital

BACKGROUND: A highlight of the sustainability theme is the potential to transmit to an audience a new way to look on and value the physical and living parts of a marine ecosystem which supplies a benefit directly or indirectly to humansThis is one area which provides potential for take away materials and ideas as well as action items.

Services Comments and Examples

  • Provisioning
    Food : production of fish,crustaceans, shellfish, edible marine algae, seabirds and seabird eggs,
    Salt water: a storage and retention of water for industrial use
    Oxygen production
    Biomass : Macroalgae for energy conversion .
    Biochemical: extraction of medicines and other materials from biota
    Industrial products such as marine algal products.
    Aggregate mining.
  • Regulating 
    Climate regulation sink for greenhouse gases; influence local and regional temperature,
    precipitation, and other climatic processes
    Habitat for local and migratory birds.
    Water regulation (hydrological flows)provides precipitation for groundwater recharge/
    Water purification and waste treatment retention, recovery, and removal of excess nutrients and other pollutants
    Retention of soils and sediments
    Natural hazard regulation flood control, storm protection.
  • Cultural
    Vibrant Coastal Communities
    Spiritual and inspirational source of inspiration; First Nations Cultures of the Pacific were nourished by the sea.
    Recreational opportunities for tourism and recreational activities
    Aesthetic many people find beauty or aesthetic value in aspects of marine ecosystems
    Educational and research opportunities for formal and informal education and training
  • Supporting 
    Sediment transfer, beach building.
    Nutrient cycling storage, recycling, processing, and acquisition of nutrients
    Transport of goods and services
    Waste treatment and detoxification,.
    Ocean Energy from Currents and Waves.

References:

1. From Marine Ecosystem Services :
From http://www.compassonline.org/” : Humans derive benefits (or ecosystem services) from ecological systems. These services are produced by plants, animals, microbes and people interacting with one another and the physical environment. Scientists recognize four categories of ecosystem services: provisioning services such as food, fuelwood, fiber, and water; regulating services such as the regulation of climate, floods, coastal erosion, drought and disease; cultural services including recreational, spiritual, religious and other nonmaterial benefits; and supporting services such as nutrient cycling and photosynthesis. Some key benefits provided by the ecosystem services of functioning marine systems include healthy seafood, clean beaches, stable fisheries, abundant wildlife, and vibrant coastal communities.

Value of biodiversity and ecosystem services

The supply of ecosystem services depends on many attributes of biodiversity. The variety, quantity, quality, dynamics and distribution of biodiversity that is required to enable ecosystems to function, and the supplying benefits to people, vary between services. The roles of biodiversity in the supply of ecosystem services can be categorized as provisioning, regulating, cultural and supporting, and biodiversity may play multiple roles in the supply of these types of services.

  • For example, in agriculture, biodiversity is the basis for a provisioning service (food, fuel or fibre is the end product),
  • a supporting service (such as micro-organisms cycling nutrients and soil formation),
  • a regulatory service (such as through pollination), and potentially,
  • a cultural service in terms of spiritual or aesthetic benefits, or cultural identity.

The contributions of biodiversity-dependent ecosystem services to national economies are substantial. The science of valuation of ecosystem services is new, and still developing basic conceptual and methodological rigour and agreement, but it has already been very instructive, since the value of such services is generally ignored or underestimated at decision and policy making levels. Identifying economic values of ecosystem services, together with the notions of intrinsic value and other factors, will assist significantly in future decisions relating to trade-offs in ecosystem management.

  • Value of: Annual world fish catch – US$58 billion (provisioning service).
  • Anti-cancer agents from marine organisms – up to US$1 billion/year (provisioning service).
  • Global herbal medicine market – roughly US$43 billion in 2001 (provisioning service).
  • Honeybees as pollinators for agriculture crops – US$2–8 billion/year (regulating service).
  • Coral reefs for fisheries and tourism – US$30 billion/year (see Box 5.5) (cultural service).
  • Cost of: Mangrove degradation in Pakistan – US$20 million in fishing losses, US$500 000 in timber losses, US$1.5 million in feed and pasture losses (regulating provisioning services). Newfoundland cod fishery collapse – US$2 billion and tens of thousands of jobs (provisioning service).

Of those ecosystem services that have been assessed, about 60 per cent are degraded or used unsustainably, including fisheries, waste treatment and detoxification, water purification, natural hazard protection, regulation of air quality, regulation of regional and local climate, and erosion control Most have been directly affected by an increase in demand for specific provisioning services, such as fisheries, wildmeat, water, timber, fibre and fuel. “

Aquatic ecosystems provide many services contributing to human well-being .Maintenance of the integrity and the restoration of these ecosystems are vital for services such as water replenishment and purification, flood and drought control.

1. Ecosystem Services : Benefits Supplied to Human Societies by Natural Ecosystems
http://www.ecosystemservices.org.uk/

2. Assessing the Non-Market Values of Ecosystem Services provided by Coastal and Marine Systems; http://www.eartheconomics.org/FileLibrary/file/Reports/Assessing_NonMarket_Values.pdf

3. Economic Valuation of Ecosystem Services
http://www.ecosystemvaluation.org/1-02.htm

  • “It is most important to raise consciousness of the general public and of public officials and managers of the value of ecosystem services. Here are some ways that individual friends might choose.
    1)    Educate ourselves about ecosystem services.
    2)    Monitor local news for issues that impact ecosystem services to point out areas of public concern when ecosystem services are destroyed or disregarded.
    3)    Speak truth to power — communicate with local officials and congressional representatives about the implications of their decisions on ecosystem services.
    4)      Hold agencies to the environmental and public input requirements of the laws.
    5)       Make certain that preservation of ecosystem services is among the options presented.
    6)    Write letters to the editor to educate the public about ecosystem services”

4: Ecosystems and Human Wellbeing
http://www.who.int/globalchange/ecosystems/ecosys.pdf

5. Amory Lovins lecturing on Natural Capital in a lecture at Berkley8. 

6.   Ecosystem Services: The Role of Natural Capital

A assignment that defines the ecosystem services of Race Rocks
This page with curricular ideas is based on the original found at:
http://www.racerocks.ca/ecology/ecosystemservices/
Although it is targeted as an exercise for Race Rocks, It could be used similarly in any other ecosystem.

See below for a preview:

In recent years, we have started to acknowledge that “Ecosystem services ” are something to which we must start paying attention as to fail to do so leads to a rapid decline in our quality of life: This file explores that idea further and invites you to contribute to a new project :
DEFINING THE ECOSYSTEM SERVICES of RACE ROCKS.
It is our hope that while you are helping us to assemble the values of these Ecosystem services for Race Rocks, you may be motivated to look in your own back yard and start placing a more realistic value on your own Ecosystems’ Services. ” Even today’s technology and knowledge can reduce considerably the human impact on ecosystems. They are unlikely to be deployed fully, however, until ecosystem services cease to be perceived as free and limitless, and their full value is taken into account.”

OBJECTIVES: After doing this assignment,students will beableto:

1. Define what is meant by the terms ecosystem services.

2. Define what is meant by the term Natural Capital.

3. Enumerate the Ecosystem services of Race Rocks.

PROCEDURES:

1. Using the references below, investigate what is meant by Natural Capital and Ecosystem Services. Make a table where you can list the ecosystem services which you think are provided by an area like Race Rocks. In the table make a dollar estimation of the value of that service per year.

2. Using the area where you live, make a list of the ecosysterm services provided by your local ecosystems, and rate which you think are the most important.

Here are some ideas to get you started:

  • You will observe commercial whale/marine mammal/bird/-watching boats in the area.. how many passengers do they carry and what is the value generated per trip.
  • You may see tankers and others vessels going by which you can also record . Race Rocks has a lighthouse and foghorn.. What is the value to ships of this set of islands for navigation?
  • Research is done at Race Rocks by students of schools, colleges and universities? What is the value of this location for research and education?
  • An Integrated Energy System was developed at Race Rocks. What is the value of this to BC Parks, to the BC government, to Pearson College?
  • A number of viewers around the world use Race Rocks as a location for bird and animal viewing. See the examples from England which are linked to the Daily Log
  • The role of marine protected areas in conservation is a world wide goal. How does the Management Plan for Race Rocks reflect ecosystem services provided by the area. http://www.env.gov.bc.ca/bcparks/planning/mgmtplns/race_rocks/racerock.html
BACKGROUND REFERENCE: From:
http://www.oceansatlas.org/servlet/CDSServlet?status=ND0xOTAwMS4xO
TAwNiY2PWVuJjMzPWRvY3VtZW50cyYzNz1pbmZvUNEP – WCMC 
 
Ecosystem services‘Ecosystem goods’, such as food, and ‘services’, such as waste assimilation, represent the benefits humans obtain from a properly functioning ecosystem and are usually referred together as ‘ecosystem services’. Unsurprisingly a large number of ecosystem services have been identified, especially for the oceans which cover the majority of the planet and the coastal zone where the majority of humans live.The red high-lighted topics below might have a relevance for RaceRocks:These include: gas regulation (e.g. maintaining a balanced chemical composition in the atmosphere),
climate regulation  (e.g. control of global temperature, precipitation, greenhouse gas regulation, cloud formation)
disturbance regulation (e.g. storm protection, flood control, drought recovery),
water regulation (e.g. regulation of global, regional and local scale hydrology through currents and tides),
water supply (e.g. storage of water returned to land as precipitation),
erosion and sediment transport/deposition (e.g. moving sediments from source areas and replenishing depositional areas),
nutrient cycling e.g. the storage, internal cycling, processing and acquisition of nutrients, nitrogen fixation, phosphorus cycles),
waste treatment (e.g. the breakdown of excess xenic and toxic compounds),
biological control (e.g. the trophic-dynamic regulation of populations),
refugia  (e.g. feeding and nursery habitats for resident and transient populations of harvested species),
food production (e.g. the portion of gross primary production which is extracted as food for humans),
raw materials (e.g. the portion of gross primary production which is extracted as fuel or building material),
genetic resources (e.g. sources of unique biological materials for medicines),
recreation (e.g. opportunities for tourism, sport and other outdoor pastimes) and cultural (e.g. opportunities for aesthetic, artistic, educational, spiritual activities).The value (the theoretical cost of artificially replacing the services were they not to be provided by nature) to humanity of these ecosystem services has been estimated at $8400 billion per year for the open oceans and 1.5 times this for coastal ecosystems. Consumptive use (production of food and raw materials) is a minor (<5%) component and therefore the true value of marine ecosystems is in non- consumptive use. However quantifying such use is notoriously hard.Adapted from the reference:
The structure and function of ecological systems in relation to property right regimes. In: Hanna, S., Folke, C., Maler, K.G. (Eds.), Rights to Nature. Island Press, Washington, DC, pp. 13 34. Authority. Research Publication No. 35, Townsville, Australia, pp. 83.   ( DOCUMENT ) Author(s) / Editor(s) Costanza, R., Folke, C., 1997.OTHER REFERENCES ON THIS TOPIC:
Patterns of a Conservation Economy: True Cost Pricing
http://www.conservationeconomy.net/natural_capital.html
Ecosystem Services:
http://www.conservationeconomy.net/ecosystem_services.html
Ecosystem Services: Benefits Supplied to Human Societies by Natural Ecosystems
http://www.ecology.org/biod/value/EcosystemServices.html
Millennium Ecosystem Assessments of the world Health organization
http://www.millenniumassessment.org//en/index.aspx
Securing Canada’s Natural Capital:
http://nrt-trn.ca/biodiversity/securing-canadas-national-capital

4.0 The Physical Story

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9.0 Take-Aways for the student from a Sustainability Approach

When students have had the experience of studying about ocean sustainability they should have something they can take with them in terms of information and or commitment to join the movement to create sustainable oceans. The goal is to make an educated and aware public who can participate in solving the problems of humans living sustainably in the marine area.
These are things they can do immediately.

Published Information to take with them

  • The Implications for individual responsibility can be an integral part of many parts of education. They could be presented with a list of areas where they can take on roles of responsibility. Backgrounder sheets on marine issues that they can take with them with clear directions for how to get involved in the issues..
  • There is a responsibility of people who recreate and use the sensitive areas of our coastal ecosystems in these areas, stay on paths, no dune buggies, nesting habitats should be off limits to recreational vehicles and water craft, bird islands– importance of no disruption of coastal margins should be presented.
  • Tools to lobby for action..a set of addresses.. e-mails of who is in charge of the issues at various political levels.
  • A take away recipe book for responsible marine eating could be developed.(see the Sierra Club’s example–only make it more informative..i.e. why certain fish species are at risk.)
  • Advertise the local restaurants which serve sustainably harvested marine food.
  • A good index of web resources that promote marine sustainability
  • Information on alternatives in life styles/residences/forms of transportation, even green roofs to catch runoffs, holding ponds to enhance on land habitat that prevent runoff and stop coastal siltation .

Actions for the public to follow up

  • Passive ecotourism is not an option!!
    Students can be encouraged to make a follow-up pledge The goal is to get 100% involvement in some form of follow-up action, perhaps with a monitoring scale which gives feedback on how successful this is? Highlight right up front in the goals, the important role of public participation in marine issues.
  • A commitment from students to help in a role in building the Southern Vancouver Islands Sustainable Ecosystems Map and the directions and the tools to do that.
  • There is a need for large areas to be set aside for habitat now while it is available, later it may diminish. Everyone should leave with a commitment to lobby for better marine protection in the form of Marine parks and protected areas.. Present a map where students can mark off the areas they think should be used as conservation-related marine reserves.
  • Follow up on the RAMSAR enigma.. of why there are no Ramsar sites on any of Canada’s marine Coasts
  • Encouragement for individuals to be involved in “Adopting a Marine Ecosystem” could be done in the form of a range of suggestions from doing regular beach clean-ups to being a guardian of an island.
  • Responsible sports and commercial fisheries are desperately needed. Anyone who lives near the oceans can be considered a stakeholder in committees and public hearings.Students could build a website which will keep people informed of upcoming opportunities for involvement in their area. Backgrounders could be linked to the website in order to provide individual citizens with the information necessary to make a statement about their concern for marine sustainability.
  • Responsible eating of marine food will help to conserve some rare species and habitats. Use a check list where people can do an evaluation of their sustainability index in their diet. Often threatened species in other countries and on the high seas are not protected from unsustainable fisheries. Develop case studies of mariculture which does not harm environment yet which supplies our needs for marine food production.
  • See the references available already on this topic in the Ocean food file:
  • Goal to get 100% involvement in some form of follow-up action, how about a monitoring scale which gives feedback on how successful this is?

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8.0 Types of Curriculum Activities which could Complement the Sustainability theme.

In order to emphasize the over-arching principles of marine environmental sustainability the following are a few suggestions for educators:

  • Forensics Stations:
    What is wrong here? Present a problem, provide the tools for investigating the crime scene, solutions and recommendations. Call it “CSI is all wet”. The crime scene could be beach closure results from the dept. of public health, along with locations of sewer fields and outfalls or storm sewers and agriculture runoff.. information on patterns of rainfall and runoff could be part of the evidence.
  • Energy budget of a disturbed seabird or mammal escaping from boats and human activity:
    • total food taken from our waters.
      effluents added
      traffic in waters
      disruption to nesting areas
      boat traffic..speed kills.
      Mariculture facility locations and indications of the level of their sustainability
      Worst-case scenario collision pictures of boats with marine mammals etc… for example.. something like this video: http://www.racerocks.com/racerock/archives/vidinjureseal.htm
  • The roles and obligations of foreign tourists: connections with activities of specific countries with the sustainability of ocean resources. Disclose which countries have the best and worst records for marine resource sustainable practises. Who has better laws, rules for protection, also some positive examples of how some marine food dependent countries — Japan, Taiwan, HK have or have not met the responsibilities. Full disclosure on “scientific whaling” would be appropriate for instance.
  • A three pronged diagram.. Social, environmental economic .. How does southern Vancouver Island rate ?
  • A Google map type of pop-up where dive spots are represented and related back to the ecosystems that they represent.
  • Commercial diving and sustainability of resources.
  • Economic benefits of diving enterprize. This can be one of the subsets of what the ocean provides as a service emphasis for no take to keep it sustainable.
  • A large flowchart showing (clickable) the spinoffs for our economic activities from such things as diving The marine industries of the Georgia strait.. the positive things that are happening
  • .How marine industry can be sustainable.
    Environmental Impact
  • First Nations. What are their traditional and current methods of interacting with marine resources.
    How does the mythology relate to the sea? statements.. examples .. case studies, their value for sustainability..
  • An interactive way of accessing all the current marine sustainability research projects going on in the British Columbia Coastal and open ocean area.
  • Highlight case studies of how we restore eel grass beds: why is eel-grass important as habitat, how we can lessen destruction, how we can lobby for its preservation, beauty of the sea grasses… as the only monocots in the sea.. ecosystem roles..
  • Energy budget of the ocean shores.. how kelp contributes energy and materials through the decomposer food web,
  • Ecosystem Integrity : define an ecosystem in terms of its structure and function. Have what if scenarios developed so that students can see how manipulating/changing/impacting on an ecosystem can have wide reaching implications.

8.1 The Southern Vancouver Island Marine Ecosystem Map.

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7.2 Educational Rational –Pan Canadian Perspective

For a Canada-wide perspective, we have only to refer to the Councils of Ministers of Education . Over the past few years they have produced several publications which emphasize environmental sustainability and the role of science in education and which can provide us with direction into the types of learning objectives to be linked to the educational processes in the NMC.

index.en

 

1. Report to UNECE and UNESCO on Indicators of Education for Sustainable Development

2. The Common Framework of Science Learning Outcomes K to 12

The following are the PAN-Canadian Objectives for different grade levels.. Links from these objectives to our program at NMC can be created.

Grade: K to 3, Grade 4-6, Grade 7 to 9, Grade 10 to12

3. A Vision for scientific literacy in Canada

The framework is guided by the vision that all Canadian students, regardless of gender or cultural background, will have an opportunity to develop scientific literacy. Scientific literacy is an evolving combination of the science-related attitudes, skills, and knowledge students need to develop inquiry, problem-solving, and decision-making abilities, to become lifelong learners, and to maintain a sense of wonder about the world around them. Diverse learning experiences based on the framework will provide students with many opportunities to explore, analyse, evaluate, synthesize, appreciate, and understand the interrelationships among science, technology, society, and the environment that will affect their personal lives, their careers, and their future.

3.The scientific literacy needs of Canadian students and society

Canadian society is experiencing rapid and fundamental economic, social, and cultural changes that affect the way we live. Canadians are also becoming aware of an increasing global interdependence and the need for a sustainable environment, economy, and society. The emergence of a highly competitive and integrated international economy, rapid technological innovation, and a growing knowledge base will continue to have a profound impact on our lives. Advancements in science and technology play an increasingly significant role in everyday life. Science education will be a key element in developing scientific literacy and in building a strong future for Canada’s young people. Consistent with views expressed in a variety of national and international science education documents, the following goals for Canadian science education have been established for the purposes of this framework.

4. Foundation statements for scientific literacy in Canada

Scientific literacy should remain the abstract image that leads science education reform. Eisenhart, M. et al. (1996)
In light of the vision for scientific literacy and the need to develop scientific literacy in Canada, four foundation statements were established for this framework. Curriculum developers should note that these foundation statements delineate the four critical aspects of students’ scientific literacy. They reflect the wholeness and interconnectedness of learning and should be considered as interrelated and mutually supportive. The learning outcomes in this framework are stated in relation to these foundation statements.
Foundation 1:
Science, technology, society, and the environment (STSE) ?
Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
Foundation 2:
Skills
Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
Foundation 3:
Knowledge
Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.
Foundation 4:
Attitudes
Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

8.0 Types of Curriculum Activities which could Complement the Sustainability theme.

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