Most of the dilemma cards deal with physical stresses in a fishes' environments. Physical stresses involve the removal or disruption of critical habitat components. The removal of plant growth along the water's edge results in the movement of sediment and organic matter into the water. Heavy machinery working in or near water can also cause more sediment and organic matter to mix with water. Sedimentation covers spawning and nursery areas and can seriously harm fish populations. The removal of submerged rocks and boulders for use in dock and wall construction can also destroy spawning areas and habitats required for shelter and food production. Cottagers often remove aquatic plants from their shoreline to improve space for boat handling and to improve swimming conditions. When they do this, they remove nursery areas for young fishes and habitats for insects that are food for fishes. Many of the insect larvae and forage fishes important to fish diets need these plants. As well as physical stresses, chemical stresses (such as garbage leachate, fertilizers, pesticides, sewage, oil and factory wastes) can harm aquatic ecosystems. MATERIALS set of dilemma cards for each group of students PROCEDURE Copy and cut out the dilemma cards. Divide the class into groups of four or five and give each group a stack of dilemma cards. Place them face down at the centre of the group. Have students draw lots to see who goes first. Each student then draws a card from the top of the stack, studies the situation, decides what to do about it and formulates reasons for this decision. Note taking is recommended. This preparation should take less than five minutes. The first student reads the situation and solutions listed on their card to the rest of the group. The student announces and explains his or her decision and invites comments from the other members of the group. The discussion should last about five minutes. The person whose dilemma is being discussed should have the opportunity to ask questions of the other members of the group and to clarify the decision. It is not necessary to reach a consensus within the group. The first student returns the card to the pile and the next student repeats the process. Continue until each student has had a turn. EVALUATION
Most of the dilemma cards deal with physical stresses in a fishes' environments. Physical stresses involve the removal or disruption of critical habitat components. The removal of plant growth along the water's edge results in the movement of sediment and organic matter into the water. Heavy machinery working in or near water can also cause more sediment and organic matter to mix with water. Sedimentation covers spawning and nursery areas and can seriously harm fish populations. The removal of submerged rocks and boulders for use in dock and wall construction can also destroy spawning areas and habitats required for shelter and food production. Cottagers often remove aquatic plants from their shoreline to improve space for boat handling and to improve swimming conditions. When they do this, they remove nursery areas for young fishes and habitats for insects that are food for fishes. Many of the insect larvae and forage fishes important to fish diets need these plants. As well as physical stresses, chemical stresses (such as garbage leachate, fertilizers, pesticides, sewage, oil and factory wastes) can harm aquatic ecosystems. MATERIALS set of dilemma cards for each group of students PROCEDURE Copy and cut out the dilemma cards. Divide the class into groups of four or five and give each group a stack of dilemma cards. Place them face down at the centre of the group. Have students draw lots to see who goes first. Each student then draws a card from the top of the stack, studies the situation, decides what to do about it and formulates reasons for this decision. Note taking is recommended. This preparation should take less than five minutes. The first student reads the situation and solutions listed on their card to the rest of the group. The student announces and explains his or her decision and invites comments from the other members of the group. The discussion should last about five minutes. The person whose dilemma is being discussed should have the opportunity to ask questions of the other members of the group and to clarify the decision. It is not necessary to reach a consensus within the group. The first student returns the card to the pile and the next student repeats the process. Continue until each student has had a turn. EVALUATION
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