Unit 5 – Marine Management
Activity 1 – “Weren’t There More of Us?” Game
Download Teacher Pages PDFActivity (Teacher Verison) PDF Download
Student version not available
Materials & Setup
• “Actual Size at First Reproduction” poster (included with this curriculum)
• “Reef Animal Photos” (master, pp. 18-24)
• One set of “Discussion Question Cards” (master, p. 25)
Per student group (Play with groups of four to eight students OR with an entire class of up to forty students.)
• One set of 40 “Weren’t There More of Us?” game cards (master, pp. 9-13)
• “Weren’t There More of Us?” Species List (one per student if playing with a single large group—master, p. 14)
• “Weren’t There More of Us?” Instruction Card for small or large groups (one per student if playing with a single large group—master, pp. 15-16)
• Hawaiʻi fishing regulations flyers (included with this curriculum and available from the Hawaiʻi Department of Land and Natural Resources, Division of Aquatic Resources)
1) Tell students they are going to play a game in which the objective is to work cooperatively to correctly match Hawaiian reef animals with exactly five corresponding characteristics and fishing regulations.
2) Play the game with a whole class of up to forty students or divide students into groups of four to eight. Groups will work independently, so they do not need to be of equal size. Hand out the game cards, species list, and appropriate instruction card.
3) Review game instructions with students.
4) Before starting the game, show pictures of all eight reef animals to students, and provide the name of each animal. You may choose to make the photos available for student viewing during the game or make the game more challenging by having student examine the photos only once at the beginning of the game. Do not give further information about the animals and their characteristics.
5) During the activity, do not give students any clues about the identity of the animals.
6) Conduct the game according to the appropriate game instructions for your group size.
7) After the game, divide the class into four groups and give each group one Discussion Question card. Give groups several minutes to come up with a response to the question and then lead a class discussion about the game using these discussion questions.
• “Sustainable yield” generally refers to taking animals at a time and in a way that enables the populations to maintain themselves over time.
• Examples of actions that could supplement government regulations protecting reef animals include education, enforcement, and setting up marine protected areas where animals can grow to reproductive maturity because they are not fished or hunted there.
• In traditional Hawaiian culture, fishermen offered their first catch to the gods. Do you do this or know anyone who does? Why is this practice significant?
• Do you think that people respect government regulations such as fishing limits and seasons? Why or why not?
• Hawaiians traditionally viewed the ocean as their icebox, taking only what they needed at the time and coming back for more when necessary. Do you think this view still influences people who fish in Hawaiian waters? Why or why not? If it has changed, what might have contributed to these changes?
• Do you think it is important that future generations be able to enjoy and use the reef animals that we do today? Why or why not?
• What do you think are the most effective ways to protect reef animals?
• Participation in the game
• Group reasoning ability and correct responses during the game
• Participation in group and class discussion
• Journal entries