Simulating Resource Sharing

One of the major concepts in the area of conservation is addressing the Tragedy of the Commons, a theory that states when a community shares a common resource people tend to make decisions in their own self-interest as opposed to considering the impact on the group (Hardin, 2009). This results in the depletion of the resource. In order to avoid the depletion of resources, communities must make rules about how to manage supply so that everyone can have a fair share while ensuring the sustainability of the resource. According to the federal government, Mi’kmaw communities have the right to make a living from fishing so long as conservation is maintained. Prior to colonization, Indigenous nations governed resources based on a reciprocal relationship with the land. Indigenous people developed their own guidelines to ensure fair distribution and healthy resources for the future. Conservation of the lobster to avoid a Tragedy of the Commons is a key issue in the Nova Scotia lobster debate.

This lesson explores what happens when individuals act only in their best interests to get the greatest number of fish. The simulation will allow students to see the different possibilities of working together to conserve resources.

Curriculum Goals

Grade 6: Science

Understanding Life Systems

Assess human impacts on biodiversity, and identify ways of preserving biodiversity
Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems,
and its benefits to humans

Grade 5: Math

Number Sense and Numeration

Demonstrate an understanding of numbers and make connections to the way numbers are used in
everyday life
Use knowledge of numbers and operations to solve mathematical problems encountered in
everyday life

Patterning and Algebra

Identify and describe repeating, growing, and shrinking patterns, including patterns found in real-
life contexts

Data Management and Probability

Manage, analyze, and use data to make convincing arguments and informed decisions, in various
contexts drawn from real life

Measurement

Compare, estimate, and determine measurements in various contexts

Lesson

Children participate in a simulation that demonstrates what happens to a resource, such as fish, when it is gathered without agreed upon rules.
Make groups with 4-5 children in each group.
Explain that each group is a community made up of individual fishers who are trying to earn the best living they can by fishing.
Distribute 15 fish to groups of 4; distribute 20 fish to groups of 5.
Individuals are not allowed to talk to each other!
In each round, each player takes a turn to fish. They can choose to take at least 1 but up to 3 fish in their turn.
- There will be 5 rounds in total.
Person 1 goes first in round 1, person 2 goes first in round 2 etc.\
After each round, individuals record how many fish they caught and how much money the fish are worth (Appendix A).
- Each fish is worth $5.00.
- As a group, students record the starting number of fish and the total number of fish taken from the pond per round (Appendix B).
- Group selects 1 person to replenish fish per round and 1 person to record on the community tracking sheet.
The fish population doubles after each round. For example, if after round 1 there are 5 fish left, round 2 would start with 10 fish.
- When the 5 rounds are completed or there are no fish left, children graph the results of the community tracking sheet (total number of fish, total number of fish caught, total number of fish left per round).
- Also, groups total the amount of revenue per community.
- See Appendix C for sample data on over-fishing and conservation.
The class comes together and talks about the strategies individuals used to fish. Explore the following questions:
- Were there any questions or comments you wanted to make others in your group as you participated in the simulation?
- Are there any similarities in the ways individuals managed the resource and the amount of revenue?
- What patterns do you see in the groups who managed the resource effectively versus the groups who depleted the resource?
Run the simulation again and ask students to come up with ways to equally share the fish and maximize their revenue without depleting the resource. Explore the possible solutions.
Then groups come together to see how different communities managed their fisheries.
Explore the following questions:
- Are there any similarities in the way groups managed the resource in relation to their total revenue?
- Is there an optimal number of fish to have in the pond at any given time?
- What does it feel like to be fishing and sharing the resource?
Bring the discussion back to the fishing disputes. Ask students:
- Did this help you better understand the issue? How? What questions do you still have?
- Was it more difficult to conserve the resource when you weren’t able to speak to your community members? How does this relate to the Mi’kmaw and non Indigenous fishers?

Look Fors

Can children transfer their data to a graph and explain it?
Can children identify patterns in the data and predict future outcomes?
Do children make connections to the impact of over-fishing using data?
Can children connect how this simulation relates to the Mi’kmaw and non-Indigenous fishing issue in Nova Scotia?

Extension

What if there were more rounds? Predict how many fish would be left if everyone took a given number of fish.
How does the Peace and Friendship Treaty relate to conservation of fish?
Examine what happens to a species when it is depleted. Does it ever recover? (Example Atlantic Cod Stocks in Newfoundland and Labrador).
The Tragedy of the Commons rests on the idea that people will do what’s best for themselves unless there are regulations that force them to share and conserve. Do you believe this? Why or why not? Can you think of other examples to support your views?