FT-110: Basic Fishing Knowledge

Course title: FT 110 Basic Fishing Knowledge

Campus:FSM-FMI

Initiator:Alvin E. Sinem

Date: 5/6/16

Course description
This course is designed to introduce commercial fishing to the students including the types of equipment used as opposed to the traditional methods of fishing. The course also covers the study of the marine environment in the Pacific Islands, its resources and influences on the fishing industry.

Lecture

4

x

8

=

32

=

Practicum

3

x

8

=

24

=

Lecture/Prac

x

=

56

=

Workshop

x

=

=

Total Semester Credits

Program

[ ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[ ]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[ ]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[ ]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[ X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning: purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[ ]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Describe basic principles of marine environment in the Pacific Islands.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1. Outline the different types of ecosystems.

6, 7

1

Written test and oral assessments will be used to assess students’ competence in:

• outlining the different types of ecosystems; and
• describing the main components and its formation of Food Web.

1.2. Describe the main components of the ecosystems and its formation of Food Web.

CSLO (General) 2: Describe the major marine resource species in tropics.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

2.1. List the major marine species in the tropics.

6, 7

1

Written test and oral assessments will be used to assess students’ competence in listing major marine species in the tropics, and describing the main characteristics of:
Echinoderms
Mollusks
Crustaceans
Fish
Marine Algae

2.2. Describe the main characteristics of the following species:

• Echinoderms
• Mollusks
• Crustaceans
• Fish
• Marine Algae

CSLO (General) 3: Describe the factors affecting fish behaviors.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Identify the difference between instinctive behaviors and learned behaviors

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• identifying the difference between instinctive behaviors and learned behaviors;
• describing 4 different types of taxis;
• and the reasons why fish form schools.

3.2. Describe the 4 different types of taxis.

3.3.Describe the reasons why fish form schools.

CSLO (General) 4: Describe the major features of an ocean and its properties.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

• Explain the relationship between sea water temperature and marine life distribution.

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• explaining the relationship between sea water temperature and marine life distribution, and
• defining the terms thermocline and salinity and explaining their relationship with marine life distribution; and
• describing the three types of movement of the sea water.

4.2. Define the terms thermocline and salinity and explain their relationship with marine life distribution.

4.3. Describe the three types of movement of sea water.

CSLO (General) 5: Describe the basic components of fishing gears and fishing methods.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

5.1.List the major types of fishing gears.

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• listing major types of fishing gears; and
• classifying the different types of fishing gears,
• defining the three basic elements of fishing methods, and
• describing methods for detecting and attracting fish.

5.2. Classify the different types of fishing gears

5.3. Define the three basic elements of fishing methods.

• Describe fish detecting methods.

• Describe fish attracting methods.

CSLO (General) 6: Describe the current situation of fishing activities in the FSM.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

6.1. Define commercial fishing and subsistence fishing.
6.2.Describe the differences between commercial fishing and subsistence fishing;

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• Defining commercial fishing and subsistence fishing,
• describing the differences between commercial fishing and subsistence; and
• outlining the process for exporting fresh tuna from the FSM.

6.3. Outline the process for exporting fresh tuna from the FSM

CSLO (General) 7: Describe the major factors in the formation of fishing grounds.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

7.1.Describe the four classifications of fishing ground.

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• describing the four classifications of fishing ground, and
• explaining the formation of each fishing ground, and
• explaining the effective method of fishing for each fishing ground.

7.2.Explain the formation of each fishing ground.

7.3. Explain the relationship between each fishing ground and fishing method.

CSLO (General) 8: Describe and demonstrate basic fish quality assessment and identify fish spoilage prevention methods.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

8.1. Identify the four criteria for fish quality assessment.
8.2 Conduct fish quality assessment.

4,6

1

Written test and oral assessments will be used to assess students’ competence in:

• identifying the four criteria for fish quality assessment;
• conducting fish quality assessment;
• describing cases of fish spoilage,
• describing the four main factors affecting fish quality, and 
• describing fish chilling methods.

Practical assessment and a rubric will be used to assess student’s competency in conducting assessment for fish quality.

8.2. Describe cases of fish spoilage.

8.3. Describe the four main factor affecting fish quality.

8.4. Describe fish chilling methods.

CSLO (General) 9: Describe and demonstrate basic traditional fish processing techniques

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

9.1. Outline traditional fish processing methods,

4,6

1

Written tests, oral and practical assessments will be used to assess students’ competence in outlining traditional fish processing, and demonstrating brining, drying and smoking.

Practical assessment checklists will be used during demonstration.

9.2.Demonstrate brining, drying and smoking methods.