Student description of location need only involve the cardinal directions (e.g., N, S, E, and W) and very basic grid systems (e.g., B3, C6, F2). Have them locate their community location in respect to fish farms.
Have students hypothesize why fish farms in NB are located in the geographic region they are found. Use Google Maps in satellite view to examine location and characteristics of fish farms. They should be aware of the names of bodies of water in those regions. How are the bodies of water in our province the same as in other Atlantic Canadian provinces? Create a visual of our coastal region that includes landforms and vegetation. Create a caption or label that identifies your visual(s).
Have students think of how a fish farm might bring together the urban and rural parts of our province. In a sentence, answer each of the following questions: - What are the benefits of a fish farm to a person living in an urban area? - What are the benefits of a fish farm to salmon farmers living in a rural area? - What makes it possible today to have a fish farm accessible to an urban area? - Could a person in an urban area work for a fish farm? - Some communities developed around bodies of water. Study the population maps of their province (over time) and determine if this is so for their province. Explain. Note: This activity will need to be teacher led.
Create a visual (e.g., a poster, brochure, postcard, pamphlet, online advertisement etc.) to persuade immigrants to live near the area of and work at a fish farm in our province. Consider: What does the area have to offer in terms of employment, natural resources, and transportation? Make sure you identify your area as urban or rural.