 |
|
|
| Resources |
 |
Traditional
Maori fisheries |
|
Maori
fisheries today |
|
Pacific
Islands fishing traditions |
|
Fishing
methods |
|
"Talking
heads" cartoon set |
|
"Resource
conflict" cartoon |
|
"Polluted
beach" cartoon |
|
| Aim |
| To
assess your ability to understand and illustrate ideas
about how human behaviour affects New Zealand's fisheries
resources. |
|
| Tasks |
| 1 |
Describe
the importance of fish for two different cultures. Say
why it is important to them. |
| 2 |
List two changes that have occurred in fishing because
of increased technology. How have these changes affected
the fishing industry and fisheries resources? |
| 3 |
List
two ways people are polluting the sea. What effect does
pollution have on fish? |
| 4
|
Why
are Treaty of Waitangi issues important for fisheries
management? How do you think the Government should deal
with treaty issues regarding fisheries resources? |
| 5 |
How can fisheries resources best be managed, so there
are plenty left for future generations? Write about 20
lines and give reasons for your answer. |
top |
| Assessment
D: criteria and marking |
| Assessment
criteria |
|
Level
1: Identifies an idea about human behaviour. |
|
|
Level
2: Attempts to demonstrate an understanding of an idea
about human behaviour. |
|
Level
3: Demonstrates some understanding of an idea or ideas
about human behaviour. |
|
Level
4: Demonstrates an understanding of an idea about human
behaviour. |
|
Level
5: Demonstrates a thorough understanding of an idea about
human behaviour. |
|
| Marking
schedule |
| This
assessment needs to be marked flexibly as a student may
get a question wrong, but in answering other questions
demonstrate an understanding of the issues. As a general
guideline: |
|
Level
1: Names two different cultures, gives one example of
technological change (bigger boats, better navigational
equipment, better fish finding equipment, able to process
fish on board while at sea, etc), and one way people pollute
the sea. |
|
Level
2: Can name two cultures and say why fish are important
to them (eg, diet, spiritual, historical). Can give two
examples of technological changes and two ways people
pollute the sea. Attempts to explain the effects of technology
on the fishing industry and fisheries resources. (Fishing
is now big business. Can catch more fish more efficiently.
The ability to catch more fish has lead to overfishing
in some areas.) Attempts to explain how pollution can
affect fish (eg, affects their reproduction and growth). |
|
Level
3: Demonstrates an understanding of the effect of technology
or pollution. Recognises that Treaty of Waitangi issues
are important. |
|
Level
4: Recognises that Treaty of Waitangi issues are important
and gives a partial explanation of their importance. (Examples
of Treaty issues are the importance of treaties, the expectations
of the tangata whenua, European settlers and British Government
at the time the Treaty was signed, and current issues
arising out of the treaty such as the Government giving
some quota to Maori iwi through the Treaty of Waitangi
Fisheries Commission.)
NB: Treaty issues delayed the development of the Quota
Management System to cover further species. However, these
constraints were removed with the passing of the Treaty
of Waitangi (Fisheries Claims) Settlement Act in late
1992, and the later Fisheries Act 1996. |
|
Level
5: Is able to suggest at least three ways of conserving
fisheries resources or gives one suggestion, but gives
a full explanation of that suggestion. (Students could
talk about the Quota Management System and other regulations
covering commercial fishing, regulations for amateur fishing,
taiapure, giving quota to Maori, etc). |
