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Session 4

Tragedy in the MakingFishing the Global Commons

MATERIALS AND RESOURCES ABOUT THIS LESSON

E ACH G RO U

P bowl, large

spoon, plastic

candy-coatedchocolates

candy-coated chocolate peanuts

4 cups, 3-oz plastic

Skittles®

4 straws

TE ACH ER

card for spoon selection

sign for oceans andtypes of fish

timer

his lesson begins with a teacher led discussion revolving around the concept of Global Commons. The students will then perform a simulation that explores the effects of finite resources by simulating fishery activity in different oceans.

OB JECTIVES

Students will:

• U n d e r s t a n d that the world is interconnected and the action of one nation has an effect on another

• U n d e r s t a n d that resources are not inexhaustible; some resources have finite limits and management of them is everyone’s responsibility

• S i m u l a t e fishery activity in different oceans• G e n e r a t e a graph that shows the change of

the ocean fish totals over the years• G e n e r a t e a graph that compares the number

and kinds of fish for each decade

LEVEL

Environmental Science

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Tragedy in the Making – Environmental Science

COMMON CORE STATE STANDARDS(LITE R ACY)

Cite specific textual evidence to support analysis of science and technical texts.

(LITE R ACY)

Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

(LITE R ACY)

Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

(LITE R ACY)

Write arguments focused on discipline-specific content.

(MATH)

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

NEXT GENER ATION SC IEN CE STANDARDS

DEVELOPING AND USING MODELS

CAUSE AND EFFECT

ESS3: HUMAN IMPACT LS4: EVOLUTION

CONNECTIONS TO OTHER AP * COURSES

APBIOLOGY

*Advanced Placement and AP are registered trademarks of the College Entrance Examination Board. The College Board was not involved in the production of this product.

ASSESSMENTS

The following types of assessments are embedded in this lesson:

• A s s e s s m e n t of prior knowledge• F o r m a t i v e assessment discussions

during activity

Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.

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Environmental Science – Tragedy in the Making

TEACHING SUGGESTIONS

O PE N IN G DISCUSSIO N (APPROXIMATE LY 15 M IN UTE S)

Lead a discussion with your students using the discussion questions below. Take time to make sure your students understand the terms used. You might choose to use Agree and disagree signs on two walls and have students stand near the sign that expresses their opinion for each question. Make sure you discuss Global Commons’ concepts without giving away that they are not restricted to fishing in only one ocean, but that they may fish in any ocean. By the end of your discussion, students should come to the conclusion that no one country owns all the oceans or fish in them, therefore the concept of Global Commons.

DISCUSSIO N Q U E STIO NS

• W h a t is a resource? Give several examples.• W h o owns the resources of the world?• W h o owns the fish in the sea?• D o e s a country have the right to restrict fishing off of its shores?• W h a t is meant by Global Commons?

Through this activity students will simulate fishery activity in different oceans. As the students’ progress through the years, they will likely over fish their ocean and have to migrate to other oceans to meet their basic needs. Most groups will eventually create a total demise of the fish stocks in all the oceans. *Note: you must check for peanut allergies in your class if you are going to allow them to eat what they catch. The activity can be done with only plain candy coated chocolate pieces if necessary. If you wish, the candy can be reused, or inedible materials may be substituted for the candy as long as they are sufficiently larger than the diameter of the straw. Before beginning, establish one ocean station for each group of four. The large serving bowl represents an ocean. Each initial ocean is stocked with 10 high value fish (candy coated chocolate peanuts), 20 low value fish (candy coated chocolate pieces), and 20 non-commercial fish (fruit flavored candies). Record the number and description of each type of fish (candy, etc.) in the Ocean Data Table for 1960. You will lead the students through the following example while discussing the procedures.

Complete the example below of an ocean that has 6 high value, 11 low value and 9 non-commercial fish after a decade of fishing.

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Tragedy i n the Making – Environmental Science

TEACHING SUGGESTIONS (CONTINUED)

Each ocean will also need a fishing pole (straw) for each student and one net (spoon) to be used beginning in 1980. Groups will have the option to purchase additional spoons at later points in the simulation. However, at any given time each fisherman can only use one fishing implement (fishing pole or net).

When each round of fishing ends, make sure that all students stop when time is up (anyone caught fishing after the time is over will lose half their catch and have to place it back in the ocean). The students will calculate their credits and expenses at this time. They will record the number of high value and low value fish caught in the description column under Income in the Fish Company Ledger in the student answer pages. Next, they will multiply the number of high value fish and the number of low value fish by the market price. Finally, they will add the two amounts and record the total in the Credit column.

You will lead the students through the following example while discussing the procedures.

Complete the example below for a company with 4 employees that caught 5 high value and 8 low value fish.

After a couple of decades have elapsed, students will notice that the fish population of the ocean is getting low (especially the high value fish). They will begin to wonder what to do to keep fishing until 2010. Some groups may never think to move to other oceans for their fishing endeavors. You may have to give hints indicating that is permissible to move about the room. It is essential for the simulation that students come to an understanding that they are not prohibited from fishing additional oceans. Some groups will figure this out early and begin sending fishermen to other oceans.

A central fish replenishing station should be set up for distribution of each decade’s additional fish. It is recommended that students bring their data table and an empty cup to you for dispensing of the next round’s fish.

It is important that students be required to complete the assigned graphs in this activity. The graphs will help students understand the changing fish populations. NOAA Fisheries (http://ww w .nmfs.noaa.gov/stories/20 12/09/09_19_12fisheries_of_the_us.htm l ) also provides additional resources for the classroom.

REFERENCES

This lesson is modified with permission from Engaging Students through Global Issues.“Lesson 20: Fishing for the Future”. © 2006 by Facing the Future – People & the Planet. Visit ww w . FacingtheFuture.org for this and other activities.


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Tragedy in the MakingFishing the Global Commons


MATERIAL S

bowl, large

spoon, plastic

candy-coatedchocolates

candy-coated chocolate peanuts

4 cups, 3-oz plastic

Skittles®

4 straws

ccording to Garrett Hardin, “Freedom in a commons brings ruin to all.” One generally doesn’t associate freedom with ruin, so what is he implying? What are the “commons?” In an attempt to get to the heart of

Hardin’s quote, we will simulate practices associated with one of Earth’s largest commons, the ocean. We are going fishing!

COMMERCIAL F I SHI NG FACTS

• A c c o r d i n g to the Food and Agriculture Organization of the United Nations (FAO), capture fisheries and aquaculture supplied the world with about 148.5 million tons of fish in 2010.

• I n 2006, 43.5 million people were directly engaged in primary production of fish, either by fishing or in aquaculture.

• O v e r a l l , fish provided more than 2.9 billion people with at least 15 percent of their average per capita animal protein intake in 2006.

• T h e top five species that contributed most to global catches were anchoveta, Alaska pollack, skipjack tuna, Atlantic herring, and chub mackerel.

• T h e FAO estimates that almost 80% of the world’s major fisheries are fully exploited, over-exploited, or depleted.

• M o r e than 20 million tons of unwanted fish, ‘by-catch,’ is killed and dumped back into the sea each year because of unselective fishing practices and gear.

Source: http://ww w .fao.org

PURPOSE

In this activity you will explore the effects of non-sustainable practices on a renewable resource.


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PROCEDURE

1. Gather around one ocean (bowl) that contains 10 high value fish, 20 low value fish, and 20 non-commercial fish. The ocean will have a data table that will be used to record the fish population during the activity.

2. Each round of fishing will last for 20 seconds. To survive the round, each person much catch at least the value in fish as their wages. For example, in Round 1 (1960) a high value fish is worth $10, a low value fish is worth $5 and non-commercial fish are worth $0. Your wages are $10 in 1960; therefore, you need to catch $10 worth of fish.

3. Each group member begins with a fishing pole (straw) and a small cup. A successful “catch” is defined as removing a fish from the ocean using the fishing pole and placing that fish in your small cup.

4. For the first round (decade 1960) you may fish only with your fishing pole.Place the straw in your mouth before the round, but you may not touch the straw with your hands during the round.

5. When your teacher directs, begin fishing. When you are instructed to stop, cease immediately. Any fish that is not in your cup must be returned to the ocean. Fishing after time is up is against the rules and will cause you to lose half of the fish you caught during that round.

6. Record the number of high value and low value fish caught by your group in the Description column under Income for 1960 in the Fish Company Ledger in your student answer pages. Multiply the number of high value fish by $10 and the number of low value fish by $5. Add the two amounts and record the total in the Credit column.

7. Record the number of employees (group members) in the Expenses column for 1960 in the Fish Company Ledger. Multiply the number of employees by$10. Record the total spent on employees in the Debit column.

8. Subtract the Debits from the Credits and record the difference in the Balance column for 1960.Complete the example below for a company with 4 employees that caught 5 high value and 8 low value fish.

You can catch as many fish per round as your group wants.

Attention: If a crew member does not catch$10 worth of fish, that member must sit out the next round.

DATE Description: CREDIT (+) DEBIT (-) BALANCE

1960

Income Expenses

High Value X $10Low Value X $ 5 Employee X $10


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Environmental Science – Tragedy in the Making

PROCEDURE (CONTINUED)

9. Record the number of each type of fish left in the ocean in the Final Population column of the Ocean Data Table. Take the number of each type of fish left and multiply it by two. Record this value in the Next Round column under initial population.Complete the example below of an ocean that has 6 high value, 11 low value and 9 non-commercial fish after a decade of fishing.

Pay close attention to the wage increase for

employees. Remember, this means each

employee must catch at least $15 worth of fish

this round.

Make sure your company has enough

money to purchase additional spoons by

adding the balances of the previous decades.

10. As directed by your teacher, collect the new number of high value, low value and non-commercial fish needed to establish the initial population for the next decade. Add the new fish to your ocean and mix your fish so they are distributed evenly.

11. Repeat the fishing process for 1970. For this decade you may use your hands to guide the fishing pole. Record your results in the data tables. Lost members can rejoin their fishing companies after this round.

12. Before beginning fishing for 1980, draw cards to see which group member will get to use a net (spoon) instead of a fishing pole. The spoon may be held in one hand and used to catch more than one fish at a time. Only one group member may use the spoon this round; the remaining group members will still use the fishing pole with the help of their hands to guide it. Repeat the fishing process and record the results in the data tables. With an increased harvest of fish, the market has been flooded and the value of fish has dropped! Make sure your account for the lower prices

13. Repeat the fishing process for the next three decades (1990, 2000, and 2010).The rules remain the same as for 1980. Also, beginning with 1990, the group may choose to purchase additional spoons at the cost of $100 per spoon.


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Tragedy in the Making – Environmental Science

PROCEDURE (CONTINUED)

14. Each member may only use one fishing implement, either a fishing pole or a net. If you choose to purchase additional nets, record the number purchased in the Description column of the Fish Company Ledger. Multiply the number of nets purchased by $100. Add this cost to the employee wages and then record the total in the Debit column.

15. At that end of 2010, add the balance from each decade and record your earnings in the Total Profit of the Fish Company Ledger.

16. The group with the highest profit at the end of 2010 wins, but at what cost?

Employee wages continue to increase! However, demand for fish is up and higher profits are on the horizon.



DATE Description: CREDIT (+) DEBIT (-) BALANCE

1960

Income Expenses


1970

Income Expenses


1980

Income Expenses

High Value X $ 8Low Value X $ 3 Employee X $15

1990

Income Expenses

High Value X $10Low Value X $ 5

Employee X $20Spoon X $100

2000

Income Expenses

High Value X $15Low Value X $10


2010

Income Expenses

High Value X $15Low Value X $10


Total Profit:

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Environmental Science – Tragedy i n the Making

DATA

FISH COMPANY LEDGER

Names of Employees:


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ANALYSIS

1. Make a graph of the total number of fish versus time (Initial Ocean fished).


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ANALYSIS (CONTINUED)

2. Using data from the same ocean, make a graph that compares the number and kinds of fish each decade.


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CONCLUSION QUESTIONS

1. If you were to catch mostly high value fish during the second decade what effect would it have on the non-commercial fish? Explain the importance of non-commercial fish to the ecosystem.

2. The net (spoon) enabled your team to catch many more fish in this simulation. Long-line fishing and bottom trawling are two technological advancements impact the commercial fishing industry. Describes each practice and explain how it depletes non-targeted marine populations.

3. After the fourth decade of fishing, what did you notice about the size of the fish population? Did you adjust your fishing strategy in response to your observations?

4. What other factors affect fish populations that were not accounted for in this activity?


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GOING FURTHER

Big Fish in Troubled Waters

OVERFISHING CUTS NUMBER OF L ARGE PREDATOR FISH IN THE OCEAN

By Stephen Ornes / April 20, 2011ou may have heard the popular saying “there are always more fish in the sea.” But as a number of new studies show, the truth of that statement depends on the kind of fish. Fish populations are changing, and not necessarily for the better.

Consider the case of big, predatory fish. These giants, like sharks and cod, devour other, smaller fish. Big fish are an important part of the marine ecosystem — which includes the ocean and all the things living in it — because they keep down the numbers of smaller fish. Without fish that eat other fish, populations of smaller swimmers could swell. More of these smaller fish would devour more plants, leaving less vegetation for other organisms — or for future fish.

As fierce and ferocious as predators can be, they’re no match for fishing technology. Many people love to eat predatory fish like sharks, cod and tuna. According to two new, large studies, these giant predators are becoming scarce. One study shows how the populations are decreasing; the other shows how fishing hauls, or the amount of fish caught, have changed. Together, the studies suggest that overfishing threatens the creatures near the top of the marine food chain.

In one study, Villy Christensen and his colleagues looked at 200 past studies of marine life to learn how fish populations have changed over time. Christensen is a fisheries expert at the University of British Columbia in Vancouver. The oldest studies his team looked at dated to 1880; the most recent were published in 2007. In these 200 studies, researchers counted and described all the different types of life in small oceanic ecosystems.

Christensen presented the team’s findings in February at the 2011 meeting of the American Association for the Advancement of Science in Washington, D.C. He reported that between 1910 and 1970, the numbers of big predators decreased slowly. In 1970, their populations really started to drop. Around that time, fishing ships began using new tools that led to catching more fish. The numbers have been falling quickly ever since. Now, the number of these big fish in the ocean is very low. Christensen reported that today there is only about one-third as many of the large, fish-eating fish as there was in 1910. That means for every three you might have found in 1910, now you would only find one. Christensen said the future looks increasingly dismal for these giants.


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GOING FURTHER (CONTINUED)

“We see no indication that things are improving,” Christensen told the audience. “It’s a pretty bleak situation.”

While Christensen looked at the problem from the perspective of the fish, Reg Watson approached it from the perspective of the fishermen. Watson, a biologist also at the University of British Columbia, studied the increase in fishing in recent decades. Like Christensen, Watson reported his findings at the AAAS meeting.

In the middle of the 20th century, Watson reported, fishing boats didn’t venture far from home — and most fish were caught near the shore. That wasn’t true in the 1980s. By then, he said, fishing had moved farther from shore, into the open oceans, and it was helped by the development of new tools and technologies.These advances helped a lot: In the 1990s, fisherman hauled in five times as much fish, by weight, as they had in the middle of the century.

But since the 1990s, something has changed. Despite new technologies and more effort, fishing operations have not continued to boost their hauls. If there are fewer fish in the sea, fishing companies may have a hard time keeping up with the demand for fresh fish.

The studies by Watson and Christensen don’t paint a promising picture for sea predators. These scientists studied historical data to understand the present, and this research is needed to forecast the future of fish and fishing. And the forecast doesn’t look good: Large predator fish are becoming harder to find — and there may not be more in the sea for long.

1. Large, predatory fish are often considered keystone species. A keystone species has a disproportionate effect on the ecosystem it lives in. It helps maintain population sizes leading to a stable ecosystem. List evidence from the article that supports this claim.

2. During the 1980’s and 1990’s, fishermen hauled in five times as much fish as they had in the 1950’s. How were they able to accomplish this?


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GOING FURTHER (CONTINUED)

3. According to the text, what does the future hold for fishing if current trends do not change? List evidence from the article to support your claim.

4. The popular saying “there are always more fish in the sea” is an idiom. This saying is generally not used in describing the current state of fisheries, but as a reminder that there are many more choices in life than you might think.Discuss why this idiom is not appropriate for fishing the commons.



Copyright © 2013 National Math + Science Initiative, Dallas, Texas. All rights reserved. Visit us online at www.nms.org.TOWNVIEW 16

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Spoon

Besst Fiishherrmaan WomanWoman Sorrry, ChharrlieieTecchnnolloogyy You Get thethe Polele

Advancement

SorrSorryy,, Chharrliie, SSorrrryy,, ChharrlieieYou Get tthee Polol You Get thethe Polele

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2006 AP® ENVIRONMENTAL SCIENCE FREE-RESPONSE QUESTIONS

4. The graph above shows the decline in the catch of groundfish (such as cod, haddock, and flounder) from Georges Bank from 1965 to 1995. This decline in the fish harvest resulted in the closure of large portions of the fishery.

(a) Identify the five-year period during which the greatest rate of decline in the fish harvest took place. For that five-year period, calculate the rate of decline in the fish harvest, in metric tons per year. Show clearly how you determined your answer.

(b) Choose any TWO commercial fishing practices from the list below. For each of your choices, describe the practice and explain the role it plays in the depletion of marine organisms.

• Bottom trawling• Long-line fishing• Using drift nets/gill nets/purse seines• Using sonar

(c) Identify one international regulation or United States federal law that applies to the harvesting of marine food resources and explain how that regulation or law helps to manage marine species.

(d) The oceans of the world are often referred to as a commons. Give an example of one other such commons, explain how human activities affect that commons, and suggest one practical method for managing that commons.

STOP

END OF EXAM

© 2006 The College Board. All rights reserved.

Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).

AP® ENVIRONMENTAL SCIENCE2006 SCORING GUIDELINES

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Question 4

(a) Identify the five-year period during which the greatest rate of decline in the fish harvest took place. For that five-year period, calculate the rate of decline in the fish harvest, in metric tons per year. Show clearly how you determined your answer.

(2 points possible)

One point is earned for correctly identifying the time period, and 1 point is earned for showing the calculation. The student may earn the second point by describing in words how he or she arrived at the final answer.

Time period of greatest decline: 1965–1970

(700 × 103 metric tons – 200 × 103 metric tons) / 5 years = 100,000 metric tons/year

Acceptable range: 100,000–102,000 metric tons/year (no credit earned for 1970 value < 190 × 103 metric tons)

(b) Choose any TWO commercial fishing practices from the list below. For each of your choices, describe the practice and explain the role it plays in the depletion of marine organisms.

(4 points possible)

One point is earned for each description, and 1 point is earned for a brief explanation of how the practice contributes to depletion. Each bulleted contribution in the table below is an acceptable answer.

© 2006 The College Board. All rights reserved.Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).


Question 4 (continued)

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Method Description of Practice Contribution to Depletion

Bottom trawlingDrag a net along ocean b o ttom

ORDrag a li n e with hooks along bot t om

• Catches many non-target species* (by catch)

• Benthic habitat destruction

Long-line fishingFishing line with m a ny hook s , extending for long distances and allowed t o d r ift (“towed” not credited)

• Catches many non-target species (by catch)

• Ghost fishing (continue to catch even when untended)

Nets

-Drift nets/Gill nets

OR--------------------------

-Purse seines

Large nets , stretching for miles and set out and allowed to dri f t (“towed” not credited)

----------------------------------------------- Large nets are drawn up like a drawstring purse to capture fish in large schools near the ocean surface (“towed” not credited)

• Mesh size may selectively deplete certain size/age class

• Catches many non-target species (by catch)

• Ghost fishing (continue to catch in untended net )

-------------------------------------------• Catches large quantities of

fish (whole schools)• Catches many non-

target species (by catch)

Sonar Sound waves used to lo c a te fish or to“see” the bo t t om

• Allows ships to locate large schools relatively quickly

• Targets specific species

* Non-target species include noncommercial species;Individuals of illegal size or age; species caught out of season




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(c) Identify one international regulation or United States federal law that applies to the harvesting of marine food resources and explain how that regulation or law helps to manage marine species.

(1 point)

Point can be earned for naming a specific, relevant international regulation or federal law and for a brief explanation of how it helps manage marine species.

A number of specific international regulations and federal laws are acceptable if the law cited relates to the harvesting of marine resource. The student must provide a correct explanation of how the regulation or law helps manage marine species. The most common answers are given below.

Not e : Abbreviations alone are acceptable only for the Endangered Species Act (ESA) and the Convention on International Trade in Endangered Species (CITES).

Endangered Species Act/ESA—prohibits the harm or harvesting of endangered species; protects habitats

Marine Mammal Protection Act—protection and conservation of marine mammals

Convention on International Trade in Endangered Species/CITES—prevents trade of threatened or endangered marine species

Magnuson-Stevens Fisheries Management and Conservation Act (Magnuson Act)—establishes Regional Fisheries Management Councils that set quotas, size limits, and seasons; establishes 200-mile fishing area; protects essential habitat; rebuilds overfished stocks; minimizes by catch

UN Law of the Seas—individual countries have jurisdiction over Exclusive Economic Zones (200 miles off shore) and sovereignty over the sea bed 12 miles offshore; allows for Individual Transferable Quotas (ITQs) in which allocated quotas can be sold to others

International Whaling Commission/International Convention for the Regulation of Whaling—regulates the species that can be harvested and sets quotas on the number of cetaceans that can be harvested

Other U.S. and International Laws and Regulations Accepted:

The Oceans Act of 2000—establishes a presidential commission to examine federal ocean policies and programs; promotes protection of marine environment and prevention of marine pollution

U.S. Whale Conservation and Protection Act—prohibits the harvesting of whales in U.S. waters

Marine Sanctuaries Act—protects the habitat for marine organisms and protects the animals from being harvested in that area




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Fur Seal Act of 1966—prohibits taking of fur seals or use of U.S. ports and harbors for vessels illegally taking fur seals; allows for subsistence hunting by native people; manage fur seal rookeries in the Pribilof Islands

Lacey Act of 1900—prohibits sale of illegally harvested species; forces fisherman to harvest legally

(d) The oceans of the world are often referred to as a commons. Give an example of one other such commons, explain how human activities affect that commons, and suggest one practical method for managing that commons.

(3 points possible)

One point can be earned for correctly identifying a commons. One point can be earned for briefly explaining how a human activity affects the specific commons. The student can earn 1 point for citing a practical method of management linked to the identified commons.

ACCEPTABLE COMMONS: 1 point

• Atmosphere/Air• Groundwater/Aquifers• National Forests/National Parks• Antarctica• Estuaries• Great Lakes• Rivers and Streams• A variety of other resources may be accepted as a commons IF the student clearly demonstrates

that it is a public resource being used privately

HUMAN ACTIVITIES: 1 point—must be linked to the chosen commons

• A human activity and brief explanation of how that activity degrades the selected commons can be accepted (e.g., fossil-fuel combustion increases greenhouse gases in the atmosphere).

PRACTICAL MANAGEMENT METHODS: 1 point—must be linked to the chosen commons

• Any specific management suggestion that is practical and linked to the chosen commons can be accepted.

Some answers that may apply to many commons:

• Education of the public—must relate to a specific problem (e.g., teaching about forest fire prevention).

• Regulations, enforcement, agencies—must be directed at a specific problem.


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