Topic: The world maritime economy

Target group

Second‑grade student of high school and technical secondary school, basic programme

Core curriculum

X. Agriculture, forestry and fishing: factors of agricultural development, structure of agricultural land, areas of cultivation and animal husbandry, sustainable forest management, fisheries (sea and inland, aquaculture).

Student:

6 ) explains the distribution of major fisheries and discusses the possibility of using biological resources of the sea and inland waters, development of aquaculture in the context of maintaining the balance of water ecosystems

General aim of education

The student will discuss the possibilities of using the resources of the seas and inland waters. They will mention the effects of the intensive exploitation of marine resources.

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• explain what the maritime economy is;

• exchange examples of the use of the oceans and seas;

• describe what is being caused by the excessive exploitation of marine resources.

Methods/techniques

• expository

  • talk.

• activating

  • discussion;

  • brainstorming;

  • metaplan technique.

• exposing

  • exposition.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers;

• physical map of the world;

• projector;

• geographical atlases.

Lesson plan overview

Before classes

• Students get acquainted with the content of the abstract. They prepare to work on the lesson in such a way to be able to summarize the material read in their own words and solve the tasks themselves.

Introduction

• The teacher gives students the topic and goals of the lesson.

• He asks students to indicate the areas that the maritime economy deals with. Students can use information from an e‑textbook, from the Internet or on their own knowledge. Talk.

Realization

• The teacher displays a map „The World – the sea navigation” on the multimedia board. Analysis of the main shipping routes. Joint analysis, drawing conclusions. Discussion.

• Work in pairs. Students using the e‑textbook and the Internet sources explain what fishery (fishery, aquaculture, mariculture) cover. The pointed out students read their studies within the class.

• The teacher displays on the multimedia board the maps from the e‑textbook: „The World – the utilization od fishing grounds” and „ The World – The chlorophyl in the seas, oceans and the bigger inland water basins”. Maps analysis.

• Using source materials such as textbooks, e‑textbooks, the Internet resources, students search for the world's major fisheries, global catches and fish consumption in selected countries around the world. Discussion.

• Students in pairs analyze the tables from the e‑textbook: the table presents the countries with the greatest fishings and the table presents the largest fish producers from fish farms. Students search for given countries in the geographical atlases and analyze the impact of geographical location on the size of catches. Exchange of insights on the class forum.

• The teacher asks for mineral sources, which are sourced from the seas and oceans. Brainstorm.

• Using geographical atlases, students identify the largest deposits of oil and gas occurring in the seabed.

• Students work in designated groups. Using the metaplan problem method (How is it ?, As it should be? Why it is not as it should be? Applications) relate to the problem: „The consequences of the intensive exploitation of water sources”. Each group presents its answers to the questions posed. Discussion.

Summary

• The teacher evaluates the work of the selected group. He asks for self‑esteem of students regarding team cooperation and the task performed.

• At the end of the class, the teacher displays on the interactive whiteboard exercises that are performed by the whole class team.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The world maritime economy

The maritime economy involves very wide range of branches, which transcened fishery and exploatation of other natural resources. It includes ship industry, transport and logistics. The development of the maritime economy would not be possible without research and maritime education. To this branch of economy belongs also maritime and seaside tourism, involved with natural and cultural advantages, and the management, which introduces the operating rules within the maritime area.

The area, which is exploited the most, is the North Atlantic and the North Pacific. The import ant route connects the Eastern and South Asia with Europe. The shape of the shoreline induces the concentration of moving in the Strait of Malacca, and owing to the Suez Canal also on the Red Sea and on the Mediterranean Sea. In turn owing to the Panama Canal the ships, which set out for example from the west coast of North America for ports on the east coast, for Europe or Africa, do not have to round South America. Low volume of shipping on the southern hemisphere results mainly in vulnerability of local economies, and also in the smaller quantity of lands. Admittedly, Australia, situated in the southern part of the globe, has a strong economy and exports sources, but its domestic market is limited because of relatively small number of habitants.

Fish and sea food are the worthy food product. Therefore there were engaged the more and more advanced technologies over the years to source them. In the second half of the XX century the quantity of fishings increased four times in relation to the level from the end of the fourties. In next years stagnancy commenced. Using sonars, and even satelites gave shoals of fish no chances for avoiding thinning them out. The less and less fish grew up and could procreate. Their number decreased dramatically from year to year. This was the best proof for the decrease in the number of fish because of the excessive exploitation of fishing grounds. The estimates point out, that 84% fishing grounds are on the verge of overfishing or they are already overfished.

Though the oceans cover the most part of the Earth’s surface, relatively not big part of them provides potential fishing grounds. They involve mainly areas with subsurface water, rich in organisms, which include chlorophyl.

The agenda of UN for Food and Agriculture (FAO) divided seas and oceans into 19 areas, but over 75% fishings comes from only six of them. Only six countrties source 50% sea fish in the whole world. The table below presents the countries with the greatest fishings in 2012 (according to FAO).

One of the ways of limiting the fishery is the cultivation of marine organisms. In such a way i.a. about 5,5 mln t fish a year can be sourced. The table presents the leading countries.

The sea water is rich in elements and compounds, but their concentration is mostly too small, so it is not worth to source them. An exception is the salt (NaCl), which is being got by the method, which involves evaporating the sea water.

For almost over 100 years the earth gas and mineral oil have been sourced from under the sea bottom. This is typical for Persian Gulf, Gulf of Mexico and North Sea. In this way Brasil will utilize its new deposits.