SHS1 Biology · Semester 1 Week 10: Biology and Entrepreneurship

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.3 - Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production.

By the end of the lesson, learners can:

Define wild fish stocks and explain what makes their exploitation sustainable.
Identify at least five biological concepts used in the management of wild fish stocks (for example, maximum sustainable yield, minimum landing size, closed seasons, mesh size regulation, and stock assessment).
Explain how overfishing disrupts the breeding population and the long-term productivity of a fishery, using specific examples from Ghana’s marine and inland fisheries.
Describe the purpose of biomanipulation practices, such as removing planktivorous fish, in maintaining water quality and fish health in managed water bodies.
Apply biological reasoning to evaluate a management scenario and recommend sustainable practices for a given fish stock.

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Curriculum details

Strand: Exploring Biology in Society (Strand 1)
Sub-strand: Biology and Entrepreneurship (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate knowledge of the application of biological concepts to improve fish production. 1.1.2.LO.1 Apply the knowledge of basic concepts in biology to improve productivity in fish farming.
Indicator: 1.1.2.LI.3 - Identify the biological concepts and principles that are used in the management and sustainable exploitation of wild stocks to improve fish production.
Suggested placement: Semester 1, Week 10 (Week 10 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 34

Exemplars (from the NaCCA curriculum)

Task-Based Learning: in mixed-ability, gender-responsive groups, learners research into suitable management practices in fish farming by watching videos, and documentaries, going on field trips to inquire about sustainable management and exploitation of fish, reading from textbooks, etc: Learners develop the skill of inquisition and oratory; learners support each other in teamwork.
Think-Pair-Share Learning: discuss in pairs of two in within groups, the various ways by which fish is exploited (e.g., avoiding overfishing, maintaining healthy breeding population, separating coarse fish from trout fish, performing bio-manipulation practices such as removing planktivorous fishes to avoid extreme growth of phytoplankton due to eutrophication to improve water quality, etc.) and later discuss the thoughts within the larger group: Learners learn from one another; learners acknowledge the inputs and contributions peers in lessons.
Talk for Learning: in mixed-ability groups, learners submit written reports within a given period on all your findings on the sustainable management and exploitation of fish for a class presentation: Learners develop team-working attitude and learn to work within a given timeframe.
Teaching and Learning Materials:
- * Fish nets * Salt * Oven * Fridge * Ice chess
- * 1-Videos * Aquarium tanks * Scoop nets * Water storage containers * Aerators
- * Fish feed * Field notebooks * Weighing scales * Measuring board/meter rule
- Videotapes
- Projectors
- Pen drives
- Simulation devices
Assessment (1.1.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.