Category Archives: Ocean Sustainability

7.1 Application of the BC Ministry Of Education Curricula

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7.1 Application of the BC MINISTRY OF EDUCATION CURRICULA

The BC Ministry of Education sets the standards of learning for Kindergarten to Grade 12. These standards of learning are outlined in the Integrated Resource Packages (IRPs) which constitute the provincial curriculum. IRPs contain standard-based learning outcomes and achievement indicators for each subject area. (http://www.bced.gov.bc.ca/irp/)

Specific learning experiences could be  developed for for an educational institution that will address the General learning outcomes for K to 12 in the BC School Curricula. Presented below are the curriculum organizers for grade 1 to 7 and selected K-12 Learning Objectives which have connection to the goals of the NMC.

Sample Boxes like this are inserted below with suggestions of the objectives can be addressed with resources of the Institution.  They identify possible lab or research exercises which could be carried out by students .

PRESCRIBED LEARNING OUTCOMES BY CURRICULUM ORGANIZER

from http://www.bced.gov.bc.ca/irp/sciencek7/scik7_lo.pdf

LIFE SCIENCE

  • Kindergarten
    describe features of local plants and animals (e.g., colour, shape, size, texture)
    compare local plants
    compare common animals
  • •Grade 1
    classify living and non-living things
    describe the basic needs of local plants and animals (e.g., food, water, light)
    describe how the basic needs of plants and animals are met in their environment
    •Grade 2
    classify familiar animals according to similarities and differences in appearance, behaviour, and life cycles
An exercise on grouping and classifying marine organisms can be done at several grade levels. Each habitat display tank could supply a set of unique organisms. The challenge to the student could be to make a classification scheme for each habitat or to make one that encompasses all of the habitats represented. The purpose would be to emphasize biodiversity , showing similarities and differences in the different ecosystems. An example of the type of dichotomous key to be constructed is here:http://www.racerocks.com/racerock/education/curricula/projects/dichotomous.htm
  • describe some changes that affect animals (e.g., hibernation, migration, decline in population)
  • describe how animals are important in the lives Aboriginal peoples in BC
The 13 Moons display could address the wide range of ideas here. There is a model of some such exercises at the following URL:http://www.racerocks.com/racerock/jason/firstnations/index.html
  • describe ways in which animals are important to other living things and the environment
  • •Grade 3
    compare familiar plants according to similarities and differences in appearance and life cycles
    describe ways in which plants are important to other living things and the environment
Plants of the ocean, as habitats for animal life, as symbionts, as a source of food for humans if harvested sustainably could be the target of this objective.
  • describe how plants are harvested and used throughout the seasons
A display on algal aquaculture done in a sustainable way would provide the resource here. Also relate to First Nations use of marine algae.
  • •Grade 4
    compare the structures and behaviours of local animals and plants in different habitats and communities analyze simple food chains
Labwork allowing the examination of microscopic organisms and the larger ones in tank exhibits should be designed to emphasize webs not only chains.
  • demonstrate awareness of the Aboriginal concept of respect for the environment
    determine how personal choices and actions have environmental consequences
The section on Choice of Futures section fits in well here.
  • •Grade 5
    describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems
Although this objective relates to humans, A good opportunity exists to do comparative labs with other organisms here. Whale skeletal anatomy compared to human anatomy could form the basis of an assignment. See example here:
  • explain how the different body systems are interconnected
  • •Grade 6 demonstrate the appropriate use of tools to examine living things that cannot be seen with the naked eye
Labwork in the wetlab area allowing the examination of microscopic organisms such as marine plankton would be useful here. Dependency of different levels of the food web would be part of the presentation. The use of microscopes to identify bacteria for water quality monitoring could be demonstrated.
  • Analyse how different organisms adapt to their environments
Labwork allowing the examination of microscopic organisms and the larger ones in tank exhibits should emphasize wide variety of adaptations present but emphasize the susceptibility to extinction if humans render the natural environments extinct.
  • Distinguish between life forms as single or multi-celled organisms and belonging to one of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi
Taxonomy can be introduced with a hands on exercise of whether creating a dichotomous key or using one already provided. Here is one example of a key that could be designed to accommodate all the organisms in the ecosystem displays. http://www.racerocks.com/racerock/education/curricula/projects/dichotomous.htmIn this example, student are urged to create their own classifications for specific ecosystems.http://www.racerocks.com/racerock/eco/newecosystem/genusfolder/studentemplate.html
  • •Grade 7 Analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems
The section on Ecosystem Integrity addresses this
  • assess survival needs and interactions between organisms and the environment
Observations of remote video cams can be used to analyze the effect on organisms in different exposures. The emphasis should be on how these abiotic factors affect organisms: See this example of pages linked to each factor being monitored.http://www.racerocks.com/racerock/data/weatherlink/Current_Vantage_Pro.htm
  • Assess the requirements for sustaining healthy local ecosystems
The sustainability theme is central to this. Suggestions in the  take away section allow student to practise the theory.  A major display on the Earth Charter could focus the goals that students my wish to encompass.
  • Evaluate human impacts on local ecosystems
The Ecological Footprint parts of exhibits and the problems that humans have created in coastal environments are useful here.

•http://www.bced.gov.bc.ca/irp/sciencek7/scik7_lo.pdf

  • •EARTH AND SPACE SCIENCE
    Kindergarten
    demonstrate the ability to observe their surroundings
    describe features of their immediate environment••
    Grade 1 describe changes that occur in daily and seasonal cycles and their effects on living things
    describe activities of Aboriginal peoples in BC in each seasonal cycle••
The 13 moons materials are useful here:
  • Grade 2 describe physical properties of air, water, and soil
    distinguish ways in which air, water, and soil interact
    explain why air, water, and soil are important for living things
    •Grade 3 describe characteristics and movements of objects in our solar system
    compare familiar constellations in seasonal skies
    demonstrate awareness of the special significance of celestial objects for Aboriginal peoples
    •Grade 4 measure weather in terms of temperature, precipitation, cloud cover, wind speed and direction
Weather stations, of which there are now many in the UVic sponsored Victoria schools weather network can be accessed along with real time weather information coming from similar sensors using a Davis weather Instrument in the school.
  • Analyse impacts of weather on living and non-living things••
Observations of remote video cams can be used to analyze the effect on organisms in different exposures. The emphasis should be on how these abiotic factors affect organisms: See this example of pages linked to each factor being monitored. http://www.racerocks.com/racerock/data/weatherlink/Current_Vantage_Pro.htm
  • Grade 5
    analyse how BC’s living and non-living resources are used identify methods of extracting or harvesting and processing BC’s resources
Aggregate extraction, Coal port facility, and some of the industrial uses of the area could be profiled especially if the are examples of environmentally sustainable enterprises. Whereas fisheries, fishing down food webs and ecological footprint display would provide the living resource examples.
  • Analyse how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of resources
The 13 moons stories and a display on clam gardens could provide many examples of this interconnectedness. Sustainable harvest techniques of First Nations should be profiled … for instance the herring or salmon ones..
  • describe potential environmental impacts of using BC’s living and non-living resources
  • Grade 6
    explain obstacles unique to exploration of a specific extreme environment
An exercise can be built up here around a deep sea exhibit. The physical factors present at these depths make research particularly difficult, and the fragility of species encountered here can emphasized to be taken into account for any operations carried out, such as marine mining or gas and oil extraction.
  • assess technologies used for extreme environments
  • describe contributions of Canadians to exploration technologies
Canada’s Oceanographic pioneers can be referenced in several exhibits.
  • Grade 7
    compare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks
  • analyse the dynamics of tectonic plate movement and landmass formation
    explain how the Earth’s surface changes over time
Change underwater is also obvious and examples of humans hastening the change can be illustrated in an aquarium sandy bottom exhibit or a  rocky shore exhibit or a deep sea area.

BC CURRICULUM LEARNING OUTCOMES GRADE K-12

Specific learning experiences will be developed for the New Marine Centre that will address the General learning outcomes for K to 12 in the BC School Curricula. The numbers of the objectives that conform to the BC Curriculum website reference are included here:

UNDER THE SECTION:

Science, technology, society, and the environment

By the end of grade 3 It is expected that students will…

100 investigate objects and events in their immediate environment, and use appropriate language to develop understanding and to communicate results
101 demonstrate and describe ways of using materials and tools to help answer science questions and to solve practical problems
102 describe how science and technology affect their lives and those of people and other living things in their community
103 undertake personal actions to care for their immediate environment and contribute to responsible group decisions
Students of all ages can be encouraged to participate actively in marine stewardship issues when they leave the aquarium. The take-aways section addresses this. .

By the end of grade 6 It is expected that students will…

104 demonstrate that science and technology use specific processes to investigate the natural and constructed world or to seek solutions to practical problems
105 demonstrate that science and technology develop over time
106 describe ways that science and technology work together in investigating questions and problems and in meeting specific needs
Case studies of local issues..sewage treatment, marina development, shoreline modification can be profiled here.
107 describe applications of science and technology that have developed in response to human and environmental needs
108 describe positive and negative effects that result from applications of science and technology in their own lives, the lives of others, and the environment

By the end of grade 9 It is expected that students will…

109 describe various processes used in science and technology that enable us to understand natural phenomena and develop technological solution
110 describe the development of science and technology over time
Marine Science depends on the ability of scientists to be able to measure, make models and then predictions for models. The techniques for doing such quantification have evolved considerably in the recent past. Part of how we determine if we are maintaining ecological integrity depends on new technology. Examples of types of equipment and how they have been useful in this aspect of science could be profiled here.
111 explain how science and technology interact with and advance one another
112 illustrate how the needs of individuals, society, and the environment influence and are influenced by scientific and technological endeavours
113 analyse social issues related to the applications and limitations of science and technology, and explain decisions in terms of advantages and disadvantages for sustainability, considering a few perspective

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Skills :
By the end of grade 3, It is expected that students will…

200 ask questions about objects and events in their immediate environment and develop ideas about how those questions might be answered
201 observe and explore materials and events in their immediate environment and record the results
202 identify patterns and order in objects and events studied
203 work with others and share and communicate ideas about their explorations

By the end of grade 6, It is expected that students will…

204 ask questions about objects and events in the local environment and develop plans to investigate those questions
205 observe and investigate their environment and record the results
A check list can be developed which enable students to gather data as they move throughout the exhibits . Suggestions for methods of comparisons and analysis of the data would form the basis of a good set of exercises.
206 interpret findings from investigations using appropriate methods
207 work collaboratively to carry out science- related activities and communicate ideas, procedures, and results

By the end of grade 9, It is expected that students will…

208 ask questions about relationships between and among observable variables and plan investigations to address those questions
209 conduct investigations into relationships between and among observations, and gather and record qualitative and quantitative data
210 analyse qualitative and quantitative data and develop and assess possible explanations
Data can be found in many forms in a science lab. Everything from feeding rates, Oxygen, pH , temperature, salinity levels in tanks can be made available for students to analyze. Make the physical parameters of each exhibit transparent and therefore encourage the understanding of how physical parameters help to create marine ecosystem diversity.
211 work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results

By the end of grade 12, It is expected that students will…

212 ask questions about observed relationships and plan investigations of questions, ideas, problems, and issues
213 conduct investigations into relationships between and among observable variables, and use a broad range of tools and techniques to gather and record data and information
The design of school-specific activities should anticipate the use of technology that is available both in the lab area and from real-time displays of virtual oceanographic data-recording . To monitor such things as climate change and impacts of human activities on marine ecosystems, exercises could be designed which allow students to draw on these resources .
214 analyse data and apply mathematical and conceptual models to develop and assess possible explanations
Recent controversy over the application of mathematical models to explain the relationship between salmon farming in open net pens and sea-lice infection in wild fish could form part of a case study here.
215 work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results

Knowledge

 

By the end of grade 6, It is expected that students will…

300 describe and compare characteristics and properties of living things, objects, and materials
301 describe and predict causes, effects, and patterns related to change in living and non-living things
302 describe interactions within natural systems and the elements required to maintain these systems
303 describe forces, motion, and energy and relate them to phenomena in their observable environment
The energy implications of tides and currents could form part of an exercise here.


By the end of grade 9, It is expected that students will…

Life science

 

304 explain and compare processes that are responsible for the maintenance of an organism’s life
305 explain processes responsible for the continuity and diversity of life
The biodiversity section relates here
306 describe interactions and explain dynamic equilibrium within ecological systems

Earth and space science

310 explain how Earth provides both a habitat for life and a resource for societ
An objective that will be addressed in many displays if we use the Sustainability theme.
311 explain patterns of change and their effects on Earth

By the end of grade 12, It is expected that students will…

Life science

313 compare and contrast the reproduction and development of representative organisms
Sea-urchin embryology or for that matter, embryology of many marine invertebrate species can be profiled in microscopic exhibits. In fact it could be organized as a good lab experience for high school students.
314 determine how cells use matter and energy to maintain organization necessary for life
315 demonstrate an understanding of the structure and function of genetic material
Recent research on the genomes of marine organisms could be highlighted . This ties into the biodiversity theme as well.
316 analyse the patterns and products of evolution
Given the resurgence of creationism in many American educational systems, every opportunity possible should be provided in the exhibits to emphasize examples of natural selections and evolution.
317 compare and contrast mechanisms used by organisms to maintain homeostasis
There are many examples of the counter-current exchange adaptation for temperature regulation in marine organisms which could be highlighted in exhibits. Wading birds, come to mind as a good example. (Biodiversity example also)
318 evaluate relationships that affect the biodiversity and sustainability of life within the biosphere

Chemistry

319 identify and explain the diversity of organic compounds and their impact on the environment
Through the section on Pollution, the effects of various organic compounds on marine environments can be profiled. Microscope setups showing transgender modification from tributyltin would be an interest-catching resource.

Physics

326 analyse interactions within systems, using the laws of conservation of energy and momentum
329 analyse and describe different means of energy transmission and transformation

Earth and space science

330 demonstrate an understanding of the nature and diversity of energy sources and matter in the universe
A display on sustainable ocean energy should address this objective very well.
331 describe and predict the nature and effects of changes to terrestrial systems
332 demonstrate an understanding of the relationships among systems responsible for changes to Earth’s surface

Attitudes

GRADE K to 3 It is expected that students will be encouraged to…

400 recognize the role and contribution of science in their understanding of the world
401 show interest in and curiosity about objects and events within their immediate environment
402 willingly observe, question, and explore
This section on Attitudes should be a focus of many of the examples used.
403 consider their observations and their own ideas when drawing a conclusion
404 appreciate the importance of accuracy
405 be open-minded in their explorations
406 work with others in exploring and investigating
407 be sensitive to the needs of other people, other living things, and the local environment
408 show concern for their safety and that of others in carrying out activities and using materials

GRADE 4 to 6

It is expected that students will be encouraged to…

409 appreciate the role and contribution of science and technology in their understanding of the world
. Recognition of how our knowledge of marine systems has developed and why we have concern for their conservation can be pointed out in displays.
410 realize that the applications of science and technology can have both intended and unintended effects
411 recognize that women and men of any cultural background can contribute equally to science
412 show interest and curiosity about objects and events within different environments
413 willingly observe, question, explore, and investigate
414 show interest in the activities of individuals working in scientific and technological fields
415 consider their own observations and ideas as well as those of others during investigations and before drawing conclusions
418 work collaboratively while exploring and investigating
A feature for the school assignments should be that they are designed to encourage collaborative learning.
419 be sensitive to and develop a sense of responsibility for the welfare of other people, other living things, and the environment

GRADE 7 to 9

It is expected that students will be encouraged to…

422 appreciate the role and contribution of science and technology in our understanding of the world
423 appreciate that the applications of science and technology can have advantages and disadvantages
424 appreciate and respect that science has evolved from different views held by women and men from a variety of societies and cultural backgrounds
425 show a continuing curiosity and interest in a broad scope of science-related fields and issues

426 confidently pursue further investigations and readings

427 consider many career possibilities in science- and technology-related fields
Sustainability of an ocean culture depends on individuals in a wide variety of fields. Sustainable industries should be profiled as part of the examples.
428 consider observations and ideas from a variety of sources during investigations and before drawing conclusions
Issues such as Aquaculture under different conditions.. sustainable vs non sustainable should be examined. An exercise could be made involving role playing of different community members in an area where there is economic implications of these activities.
429 value accuracy, precision, and honesty
430 persist in seeking answers to difficult questions and solutions to difficult problems

431 work collaboratively in carrying out investigations as well as in generating and evaluating ideas

432 be sensitive and responsible in maintaining a balance between the needs of humans and a sustainable environment
Examining the implications of sustainable fisheries and sustainable communities on the West Coast could prove to be a challenge brought on by displays and data presented here.
433 project, beyond the personal, consequences of proposed actions
434 show concern for safety in planning, carrying out, and reviewing activities
435 become aware of the consequences of their actions

GRADE 10 to 12

It is expected that students will be encouraged to…

436 value the role and contribution of science and technology in our understanding of phenomena that are directly observable and those that are not
437 appreciate that the applications of science and technology can raise ethical dilemmas

438 value the contributions to scientific and technological development made by women and men from many societies and cultural backgrounds

For every  example highlights at least one individual or group who is contributing to sustainability on marine ecosystems this goal can be achieved.
439 show a continuing and more informed curiosity and interest in science and science-related issues
440 acquire, with interest and confidence, additional science knowledge and skills, using a variety of resources and methods, including formal research
Opportunities for research using the data and resources on line could be suggested to high schools so that there may be on-going interaction.
441 consider further studies and careers in science- and technology-related fields
442 confidently evaluate evidence and consider alternative perspectives, ideas, and explanations
Issues of impacts of human activities in the marine environment can be examined here. The real costs of all of our interactions with the oceans should be analyzed.
443 use factual information and rational explanations when analyzing and evaluating
Many of the displays can provide a resource for factual data on the ecosystems or organisms represented. The ecosystem services section could provide an exercise which would enable students to interpret data and evaluate its legitimacy.
444 value the processes for drawing conclusions
445 work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas
446 have a sense of personal and shared responsibility for maintaining a sustainable environment
Takeaway features should address this goal. Students should all be challenged to submit to a central database, their anecdotes of how they are helping to address this objective. Perhaps an Adopt an Ecosystem Approach could be promoted: http://www.racerocks.com/racerock/education/curricula/projects/adopteco/adopteco.htm
447 project the personal, social, and environmental consequences of proposed action
448 want to take action for maintaining a sustainable environment
The takeaway experience can be a challenge to get involved, to document the process and provide feedback to allow the public to know what young people are doing for the environment. Stream side restoration, baseline ecological studies in biology classes, salmon enhancement and adopted ecosystems should all be highlighted here. Students could also be presented with a long list of ways they can personally get involved in issues of ensuring marine sustainability, and a follow-up mechanism can be devised to document the choices students make given the tools.

7.2  Educational Rational –Pan Canadian Perspective

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7.0 Environmental Sustainability in Education:

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With the curricula listed below I have included examples which could generate specfic exercises designed for various grade levels.

  • 7.3 UNESCO has produced a very useful website which can help to guide the Educational Curricular materials of the NMC: Unescohttp://www.unesco.org/new/en/
    In this resource, the sections on Teaching and Learning Strategies, Interdisciplinary themes , Sustainable Development across the Curriculum and Curriculum Rationale give insight into how the theme of Sustainable Development can be achieved through an educational program .     Background Rationale :

The World Commission on Environment and Development promoted the concept of ‘sustainable development’ in the late 1980s. ” ..Until then, environment and development tended to be thought of as two distinct actions—the need to promote development on the one hand and the need to protect the environment on the other. At the 1992 Earth Summit in Rio de Janeiro, the environmental side of sustainable development emerged as a main focus. Poverty eradication was viewed as important but the Rio Declaration and Agenda 21 which were the main documents to emerge from the Earth Summit, laid priority emphasis on the importance of protecting the natural environment. They recommended that there be a global partnership to conserve, protect and restore the health and integrity of the Earth’s ecosystem.”.
In Paragraph 105 of the Final Declaration endorsed by all countries states the following:

  • Education for a sustainable future should engage a wide spectrum of institutions and sectors, including but not limited to business /industry, international organizations, higher education, government, educators and foundations, to address the concepts and issues of sustainable development, as embodied throughout Agenda 21, and should include the preparation of sustainable development education plans and programmes, as emphasized in the Commission’s work programme on the subject adopted in 1996. A more fully developed paradigm of sustainable development was endorsed at the highest political levels at the World Summit on Sustainable Development in Johannesburg, in 2002. The Political Declaration states that “sustainable development is built on three interdependent and mutually reinforcing pillars”—economic development, social development and environmental protection—which must be established at local, national, regional and global levels.

Recommendations concerning education also appear in each of the action plans of the major United Nations conferences held after the United Nations Conference on Environment and Development as well as in the three conventions (on biodiversity, climate change and diversification). For this reason, education can be seen as the cornerstone of sustainable development in all its dimensions.

  • Education for Sustainable Development represents a catalytic process for social change that seeks to foster—through education, training and public awareness—the values, behaviour and lifestyles required for a sustainable future. Thus, sustainable development can be seen not so much as a technical concept but as an educational one—not so much the end goal of a government policy but a process of learning how to think in terms of ‘forever’. This means that ESD involves learning how to make decisions that balance and integrate the long-term future of the economy, the natural environment and the well-being of all communities, near and far, now and in the future.
    Education for Sustainable Development is a visionary approach to education that seeks to help people better understand the world in which they live, and to face the future with hope and confidence, knowing that they can play a role in addressing the complex and interdependent problems that threaten our future such as poverty, wasteful consumption, environmental degradation, urban decay, population growth, gender inequality, health, conflict and the violation of human rights.
    The goals of the UN Decade of Education for Sustainable Development is to have this vision of education integrated into education plans at all levels and all sectors of education in all countries.
  • 7.1 B.C.Curricula Prescribed Learning Outcomes and K-12 Objectives
  • 7.2 Pan-Canadian Objectives of the Council of Ministers of Education of Canada

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6.3 Profiles of Individuals with a Contribution to Marine Environmental Sustainability

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Role Models and Leaders in the promotion of Marine Environmental Sustainability.

To highlight from the page on sustainability: One way to have continuity of this theme may be to choose 10 individuals who are working to achieve sustainability of marine resources. Profile individuals who are “doing sustainability” in their professional or personal lives.
BC examples are:

The list should be very broad and could include

community leaders
scientists
school children with salmon enhancement or storm drain marking projects
stream-keepers
educators
enhancement societies
First Nations Elders

By profiling such people, the concept of everyone’s own role in personal responsibility for these issues may be highlighted In the takeaways section on getting involved in Issues of marine sustainability are outlined.

7.0 Environmental Sustainability in Education Curricla

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6.1 Thresholds in Ecological Systems:

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The following references are intended to highlight the concept of thresholds, and the implications this may hold for Marine Systems: They delineate problems of the uncertainty of thresholds and the implications when there is interference in ecosystem integrity by Global Climate change and poorly managed fisheries and habitat conservation in marine areas.

1. This reference on “Thresholds in Ecological and Social–Ecological Systems: a Developing Database explains some research into this problem:

http://www.ecologyandsociety.org/vol9/iss2/art3/

“Increasing interest in regime shifts in ecological and linked social–ecological systems (SESs) has placed a strong focus on the thresholds of change. However, research into this topic has been hampered by a lack of empirical data. This paper describes a developing database established to address this need. The database is freely available and comprises a set of summarized published examples and a searchable bibliographic database of publications on the topic. Thresholds in the database are characterized in terms of a standardized set of 24 descriptors, including the variables along which they occur, the variables that change, and the factors that have driven the change. Readers are encouraged to contribute new examples. Examples range from conceptual models to empirical evidence. The former predominate in the literature and, although they make valuable contributions and will continue to be included, the intention is build up the number of examples based on data. Examples are presented in terms of whether the threshold occurs in the ecological system, the social system, or both, and the direction of interactions between systems. The paper concludes with some initial observations on thresholds based on the examples included so far, and poses some questions for future research. Research on a typology of thresholds is a priority topic in the emerging area of “sustainability science” and it requires a rich database of empirical data.”

2. Confronting he coral reef crisis:http://www.nature.com/nature/journal/v429/n6994/full/nature02691.html

The worldwide decline of coral reefs calls for an urgent reassessment of current management practices. Confronting large-scale crises requires a major scaling-up of management efforts based on an improved understanding of the ecological processes that underlie reef resilience. Managing for improved resilience, incorporating the role of human activity in shaping ecosystems, provides a basis for coping with uncertainty, future changes and ecological surprises. Here we review the ecological roles of critical functional groups (for both corals and reef fishes) that are fundamental to understanding resilience and avoiding phase shifts from coral dominance to less desirable, degraded ecosystems. We identify striking biogeographic differences in the species richness and composition of functional groups, which highlight the vulnerability of Caribbean reef ecosystems. These findings have profound implications for restoration of degraded reefs, management of fisheries, and the focus on marine protected areas and biodiversity hotspots as priorities for conservation.

3.Ecological Thresholds in Aquatic Ecosystems: The Role of Climate Change, Anthropogenic Disturbance, and Invasive Species Progress Review Workshop

http://archive.epa.gov/ncer/publications/web/html/06_07_07_ecological.html

4. A Balancing Act
A leading UMaine marine scientist says better management is needed to save the world’s oceans that are drastically out of sync http://umainetoday.umaine.edu/issues/v6i4/act.html

Pointing to a growing list of health threats to the world’s oceans, Steneck describes a common pattern of slow, incremental overload and sudden collapse, suggesting that the Blue Planet’s ability to absorb the insults of human misuse have clear limits. The notion of ecological thresholds is at the core of Steneck’s assessment of the seas. As pressure on the marine environment continues to grow, these thresholds are being met — and surpassed.
A classic example of the threshold phenomenon can be found in the sad tale of the green sea urchin. Prolific and plentiful across the Gulf of Maine, urchins spent decades quietly munching at the Atlantic’s undersea salad bar, unaware of the socioeconomic tsunami on the horizon.
As urchin populations in other parts of the world were rapidly depleted by overfishing through the 1970s and ’80s, a seemingly insatiable Asian market turned its hungry eyes toward Maine, creating a boom-and-bust fishery that crashed a multimillion urchin population in less than two decades.

6.2 Global Climate change means Ocean change

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6.0 A Choice of Futures:

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One can consider from clearly presented alternatives a choice of marine futures on many issues regarding marine policy decisions.

Integrated management of marine systems—that is, coordinated management of all alternative uses of the ocean is probably the only way we are going to have any chance of securing a sustainable fishery. Here the decisions are political. Bring the issues up at all levels of government and if necessary get involved to help make changes. See 3.2 Integration
From Marine Fisheries Systems
http://www.millenniumassessment.org/documents/document.287.aspx.pdf
Although the emphasis in recent years has been on unsustainable fishing practices, fisheries represent only one of many human
influences on marine ecosystems. In coastal marine systems in par- ticular, coastal development—with concomitant problems of local pollution and habitat destruction—is very important. (See Chapter 19.) Non-fisheries human influences such as marine debris and oil slicks are also important on the high seas. As a result, as de- scribed earlier, several nations are attempting to develop legislation and policies to facilitate integrated management of marine systems—that is, coordinated management of all alternative uses of the ocean. Such uses include harvesting marine species for food and other purposes, aquaculture, research, oil and gas exploration, ocean mining, dredging, ocean dumping, energy generation, eco-tourism, marine transportation, and defense. To date, it has proved difficult to integrate the management of all these activities because the authorities regulating these activities are usually inde- pendent of one another (Sissenwine and Mace 2003).
We need to be involved in the choice of options for human sewage and industrial effluent disposal in coastal waters.
We must deal with agricultural runoff head on. People have to make a choice.
The implications for uncontrolled population growth of our communities, making the marine systems unsustainable is an issue of importance needing political decisions.
The pros and cons of sustainable and non-sustainable aquaculture practises should be another area where the public is asked to make a commitment.
The regulation of harvesting and the decision to create reserves and marine protected areas are other aspects that when people are presented with the facts, they should be asked to commit to one alternative or the other.
Our goal should be to make an educated and aware public who can participate in solving the problems of humans living sustainably in the marine area.
The Climate change choice of futures. Implications are mentioned in this reference and the urgency to act now is encouraged

6.1 Threshholds in Systems.

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5.10 The First Nations Role

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In the document the Earth Charter, http://www.earthcharterinaction.org/2000/10/the_earth_charter.html a clear recognition of the importance of the knowledge of First Nations peoples is stated.

PRINCIPLE 22 of the Rio Declaration: Indigenous people and their communities, and other local communities, have a vital role in environmental management and development because of their knowledge and traditional practices. States should recognize and fully support their identity, culture and interests and enable their effective participation in the achievement of sustainable development.

A reference which may prove useful is from “Breaking Ice” on Adaptive Co-management of Arctic Char in Nunavut territory.

http://books.google.com/books?hl=en&lr=&id=IKt–FmDOMAC&oi=fnd&pg=PA249&dq=Berkes,+F.,+J.+Colding,+and+C.+Folke.+2000.+Rediscovery+of+Traditional+Ecological+Knowledge+as+Adaptive+Management.+Ecological+Applications+10,+no.+5:+1251-62.&ots=BgvyKR2N2w&sig=fhxYaFHSRij2mEADUYU9UO4z4fc

It demonstrate an example of a successful sustainable fishery model based on integration with First Nations traditional knowledge..

6.0 A Choice of Futures

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5.9 Historical Connections

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Any study about Ecological Sustainability should acknowledge the positive and negative contributions to this goal by human actions and inaction in the near past of British Columbia. Acts of individuals or governments through the years could be targeted which have had significant effects in contribution in this area.It is probably easier to find examples showing the opposite, but we must attempt to point out the positive and try to encourage more.

  • First Nations, an  integral part of the ecosystem. Cultural practices which ensured sustainability of marine resources must be emphasized.

Problems issues:

  • early fisheries using “endless” bountiful resources
  • logging impacting on watersheds and therefore sediment transport to ocean ecosystems
  • transportation corridors for lumber, mining, trade; certainly part of the ecosystem services of the area but also part of what has led to problems.
  • explorers, their contributions and the problems they brought for marine sustainability..
  • Marine mammal harvest: Whales, fur seal and sea otter population decimation and consequent ecosystem impacts.
  • Military.. Is the present use of military test ranges a sustainable use of the marine environment.
  • Subsea sonar problems
  • Humans discharging sewage into the ocean
  • etc

5.10 The First Nations Role

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5.8 The Ecological Footprint

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The concept of our Ecological Footprint when considering the ocean resources, is the literal footprint of bottom trawling and other destructive practices in marine harvest. The same with unsustainable examples of aquaculture leading us to realize there are implications for ecological footprint in our choice of marine food menues.

The work of Dr.Bill Reese could be profiled here.

See the reference from http://www.unep.org/geo/geo4/report/06_Regional_Perspectives.pdf
WATER: http://www.unep.org/geo/geo4/report/04_Water.pdf

5.9 Historical connections

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5.6 Aquaculture for a Sustainable Food Supply

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Not all aquaculture is bad, and it is certainly necessary if we are to provide for the demand for seafood products. In the literature referenced, the principles of sustainability are emphasized. Reference 9 below gives the statistics of aquaculture products in BC. Polyculture methods used in some third world countries should also be considered as it helps to tie in with the global perspective.. It also helps to fulfill  mandates of the earth charter.

References for resources:

1.Indicators for the Sustainability of Aquaculture. D Pauly

http://www.fisheries.ubc.ca/members/dpauly/chaptersInBooksReports/2007/IndicatorsForTheSustainabilityOfAquaCulture.pdf

2. Sustainable Organic Aquaculture: http://www.aquanet.com/index.php?option=com_content&task=view&id=259&Itemid=44

3. Duckweed Farming: http://www.p2pays.org/ref/09/08875.htm#Section%202%20-%20Duckweed%20farming

4. Sustainable Marine Aquaculture, Jan 2007.

http://www.pewtrusts.org/uploadedFiles/wwwpewtrustsorg/Reports/Protecting_ocean_life/Sustainable_Marine_Aquaculture_final_1_07.pdf

5. DFO video on Sustainable Aquaculture…. Bamfield example.

http://www.dfo-mpo.gc.ca/Aquaculture/aquaculture_e.htm

http://www.dfo-mpo.gc.ca/Aquaculture/multimedia/video /gain_net_e.wmv

6. DFO- Pacific

http://www.dfo-mpo.gc.ca/aquaculture/pacific_e.htm

7. Integrated Multi-Trophic Aquaculture: http://www.dfo-mpo.gc.ca/aquaculture/innovation_e.htm#2

8. BC -Report of the Special Committee on Sustainable Aquaculture.

http://www.leg.bc.ca/cmt/38thparl/session-3/aquaculture/index.htm

9. Aquaculture Statistics in BC

http://www.env.gov.bc.ca/omfd/fishstats/aqua/index.html

10. Replacement of Fish Meal with Replacement of Fish Meal with Plant Proteins in Diets for Plant Proteins in Diets for Summer Flounder http://www.hboi.edu/aqua/downloads/pdf/conf07/bengston.pdf

abstract: http://www.hboi.edu/aqua/downloads/pdf/conf07/abstract_bengston.pdf

5.7 The Need for Protected Areas

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5.5 Ocean Food- What’s in your diet?

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Below are presented references which area good background to the concept of how we must harvest and eat from the ocean in a sustainable way and make an effort to promote the consumption of locally sustainably harvested seafood. See the Take Away section for ideas on that.

From: http://www.worldwatch.org/node/5352 Oceans in Peril: Protecting Marine Biodiversity publ 2007 “Life almost certainly originated in the oceans, yet the biological diversity of marine habitats is threatened by the activities of one largely land-based species: us. The activities through which humans threaten marine life include overfishing, use of destructive fishing methods, pollution, and commercial aquaculture. In addition, climate change and the related acidification of the oceans is already having an impact on some marine ecosystems. Essential to solving these problems will be more equitable and sustainable management of the oceans as well as stronger protection of marine ecosystems through a well-enforced network of marine reserves. Presently, 76 percent of the world’s fish stocks are fully exploited or overexploited, and many species have been severely depleted, largely due to our growing appetite for seafood. Current fisheries management regimes contribute to the widespread market-driven degradation of the oceans by failing to implement and enforce adequate protective measures. Many policymakers and scientists now agree that we must adopt a radical new approach to managing the seasons that is precautionary in nature and has the protection of the whole marine ecosystem as its primary objective. This “ecosystem approach” is vital if we are to ensure the health of our oceans for future generations.
An ecosystem approach promotes both conservation and the sustainable use of marine resources in an equitable way. It is a holistic approach that considers environmental protection and marine management together, rather than as two separate and mutually exclusive goals. Paramount to the application of this approach is the establishment of networks of fully protected marine reserves, in essence, “national parks” of the sea. These provide protection of whole ecosystems and enable biodiversity to both recover and flourish. They also benefit fisheries by allowing for spillover of fish and larvae or eggs from the reserve into adjacent fishing grounds.
Outside of the reserves, an ecosystem approach requires the sustainable management of fisheries and other resources. Demands on marine resources must be managed within the limits of what the ecosystem can provide indefinitely, rather than being allowed to expand as demographic and market forces dictate. An ecosystem approach requires protection at the level of the whole ecosystem. This is radically different from the current practice, where most fisheries management measures focus simply on single species and do not consider the role of these species in the wider ecosystem.
An ecosystem approach is also precautionary in nature, meaning that a lack of knowledge should not excuse decision-makers from taking action, but rather lead them to err on the side of caution. The burden of proof must be placed on those who want to undertake activities, such as fishing or coastal development, to show that these activities will not harm the marine environment. In other words, current presumptions that favor freedom to fish and freedom of the seas will need to be replaced with the new concept of freedom for the seas.”

Oceans in Peril Quiz: http://www.worldwatch.org/node/5358

CATCH OF THE DAY: CHOOSING SEAFOOD FOR HEALTHIER OCEANS World Watch A t a time when international treaties, restrictive quotas, and global regulation of fleets have proven ineffective in pro- tecting beleaguered fish populations, a surprising ally is emerging to tackle the growing fisheries crisis. Buyers of seafood ;including individual consumers, school cafeterias, supermarket chains, and large food processors ;are choosing to avoid threatened or problematic species in favor of fish that are caught or raised with less impact on the world s oceans. While some seafood lovers are concerned about guaranteeing the future availability of popular fish, others wish to preserve the quality of today s seafood by knowing more about how and where it is caught. As more of our daily food options originate in factories, fish remains the last wild food we consume in large quantities and one of our few remaining direct connections to the natural world. Yet even as seafood becomes scarcer, we are eating more of it. Chinese consumers now eat roughly five times as much seafood per capita as they did in 1961, and total fish consumption in China has increased more than tenfold. Over the same period, U.S. seafood consumption jumped 2.5 times. For people living in wealthy nations, seafood is an increasingly popular health food option. With its high levels of fatty acids and trace minerals, nutritionists recognize it as essential to the development and maintenance of good neurological func- tion, not to mention reduced risk of cancer, heart disease, and other debilitating conditions. In poorer nations in Asia, Africa, and Latin America, people are also eating more fish, if they can afford it. For more than one billion people, mostly in Asia, fish supplies 30 percent of their protein, versus just 6 percent worldwide. From high-profile celebrity campaigns, to shocking footage of shark finning, to the debut of wallet-sized seafood buying guides, everyday consumers are learning more about the consequences of their seafood purchases. The London-based Marine Stewardship Council, the largest global organization that certifies certain seafood as sustainable, has granted its label to 18 fisheries worldwide, including North Sea herring, Australian mackerel, and Baja California red rock lobster, and morethan 370 products in nearly 30 nations now carry the group’s Fish Forever logo. Meanwhile, certain seafood com- panies are beginning to base their business on the story behind the fish ;how it s raised, caught, and processed ; just as many supermarkets and agribusinesses now capitalize on rising interest in organic produce, grass-fed beef, and other environmentally friendly food alternatives. Even large chains like Unilever, Wal-Mart, and Red Lobster have made commit- ments to source their seafood only from intact fish populations or to celebrate the small-scale fishers whose techniques are gen- erally less destructive than industrial fleets. But this growing movement remains fragile, as the com- mitments of many participants remain incomplete or lack staying power. For instance, Wal-Mart s recent pledge to sell only certified sustainable fish in the next 5 years involves no commitments with respect to farmed salmon and Asian- farmed shrimp, which constitute the bulk of its seafood sales. And endangered swordfish, Atlantic cod, and Chilean sea bass are making a comeback on restaurant menus as chefs for- get past campaigns to protect them. Such consumer-oriented campaigns to save marine life aren t new. Previous efforts have been organized in the name of saving whales, seals, dolphins, or other marine species from extinction. Yet most of the fish we eat didn t seem to war- rant the same sort of protection ;a throwback to the long- standing view that the oceans are inexhaustible. Today, most of the world s seafood, from tuna to salmon to bay scallops, is threatened with extinction. For less-threatened species, like shrimp or farmed salmon, survival isn t so much the issue as how the fish is raised or caught, which can have adverse impacts on the environment or human health. In both cases, seafood eaters are increasingly invited to play a role in turning the situation around. Some seafood enthusiasts are going beyond simply investigating the origins of their fish to helping in shoreline cleanups, reforesting coastal areas, and raising shellfish to seed wild beds. A public that better understands the state of the world s oceans can be a driving force in helping governments pass legislation to ban destructive fishing, mandate seafood labels that indicate how fish were caught, and create marine preserves where fish can spawn off-limits to fishing. Being a more deliberate seafood eater doesn’t mean a spartan existence; in fact, it could be the only guarantee that fresh and healthy fish continues to appear on our tables.

5.6 Aquaculture as a sustainable Food Supply

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