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Lesson 6: Fisheries Management in the Open Ocean Summary Partnerships for Reform through Investigative Science and Math ! Lesson 6: Fisheries Management in the Open Ocean ! Open Ocean! Summary In this lesson students learn how fishing equipment, technology, and Concepts the way we fish affect the organisms in the open ocean. Students How does fishing play the game Fishbowl Fisheries to see how different types of equipment affect fishing impacts how many fish are caught and how much bycatch is the amount of fish caught. Students must then hypothesize and test how a change in and bycatch caught fishing equipment or fishing style can reduce bycatch. This change is in a fishery? How called fishery management. can we change the way we fish to use Objectives the ocean better? 1. Describe how fishing equipment changes how much fish and bycatch is caught. Standards 2. Explore how changes in fishing techniques and equipment Addressed may change the fisheries catch. HCPS 5.1 & 5.2 Materials Duration folded paper (hook and line) 300 marbles one color Prep: 45 min 1 spoon (trawlers) 150 marbles of a different color Activity: 2 periods 1 cup (Net or Seiners) 3 large jars (50 minutes each) 3 cups to hold caught marbles scissors (2 pairs) Fishbowl worksheet for each student teacher’s instructions Source Material Fishery Project Outline (this is in the final project section) PRISM Open Ocean Quiz Vocabulary Making Connections Surveys This lesson brings together the fisheries presentation with Management management of those fisheries. These questions may include impacts Seiners to the open ocean (lesson 7), fisheries (lesson 5), open ocean biology Trawlers (lessons 3 & 4) and physical oceanography (lessons 1 & 2). This Bycatch lesson also supplements the final project by supplying some effective Sustainable and often used methods of fisheries management. Background As we learned in the last lesson many fisheries are in trouble whether, this is from overfishing, pollution, or bycatch issues. Commercial fishing has progressed to a point where limitations must be put on the fishery in order to prevent the collapse of the fishery. Many issues have practical solutions as we learned from reading the Ken Norris story. Some of these solutions may be made by the fishermen themselves, such as fishing differently. However many solutions to these fishery problems lay in hands of marine scientists and fishery managers. These two groups must work together to study the fishery and then to implement fishery management. Lesson 6: Fisheries Management 1 Partnerships for Reform through Investigative Science and Math Common types of management include limiting the amount of fish caught, limiting the type of fishing allowed, limiting bycatch, regulating the size of fish caught, or restricting the type of equipment used. A major change in the Hawaiian longline fishery was to change from j shaped hooks to circle shaped hooks in order to reduce the amount of bycatch caught. Fishery managers usually try to allow fishermen to catch the maximum amount fish without hurting the health of the ecosystem. This is called “maximum sustainable yield” because the fishery catches a maximum amount of fish sustainably. Preparation 1st Period 1. Gather the above materials. 2. Count out 100 marbles into each jar. Then count out 50 different colored marbles into a separate cup and hold onto for later. 3. Print a worksheet for each student and an instructions sheet for yourself 4. Arrange the classroom into groups with the hook and line group at one station, the trawlers at one station, and the seiners at the last station. 2nd Period 1. Print out a Fishery Project Outline for each student 2. Review the outline and the questions the students will have to answer for their poster presentation. 3. Arrange the Classroom in five stations (one for each fishery group) Procedure 1st Period Review HW from lesson #6 (10 min). Answer any questions the students may have about the Norris and Labudde stories. Play the Fishbowl fisheries game (40) min. See teacher instructions sheet for methods on how to play the game. 2nd Period This period is devoted to working on final project. Students should gather in their groups to share the information they have learned from their fishery information cards with each other. Encourage questions and active discussion. If the students have not done their homework or need help completing the worksheet, they should help each other do that now. (25 min) After groups have finished sharing you should hand out the Fishery Project Outline. Remind the students that they need to complete a poster and that the outline will help them design the poster. The first three sections of the outline should be done already and written out on the student’s fishery card worksheet. The students should review the outline with you and then work on consolidating the information they have gathered into the outline. IF you have any extra computer time they may work together to answer the questions in sections 4 and 5 of the outline as well as find pictures to include in their poster. Encourage creativity and originality! (25 min) Lesson 6: Fisheries Management 2 Partnerships for Reform through Investigative Science and Math Optional Activity: Take the students to the fish market and talk about the different kinds of commercial catch you might see there. Recognize anything? Are all these species caught in Hawaii? Are any of these species overfished?? What adaptations do you notice? Assessment HW: Work on final project by continuing to fill out outline and gather materials for poster presentation. They will be working on their posters during the next lesson. Key Concepts (what the students should know!) 1. Different fishing techniques can change how many fish are caught in a fishery. 2. Different fishing techniques may change how much bycatch including small fish are caught in a fishery. 3. Fishery management is important in conserving the amount of fish left in the ocean Optional activity: Students may conduct a mock survey of a marlin fishery and assess the effects of that fishery on sea turtle and sea bird populations by interpreting data. This activity simulates research questions that biologists must try and answer. Marine Survey Worksheet and Answer key Links Check out these interactive websites that explore the ocean. www.pmel.noaa.gov/vents/nemo/technology.html Notes Lesson 6: Fisheries Management 3 Partnerships for Reform through Investigative Science and Math Be a Marine Scientist Marine Fish Survey Form Name of Marine Scientist_________________________ You are a group of marine scientists in charge of researching blue marlin in the open ocean. You want to figure out how the marlin fishery is affecting the environment. You know that the marlin fishery occasionally catches birds and turtles. Your Question: Is the fishery taking too many turtles and birds as bycatch? Methods: To do this you want to survey different areas of the ocean: Areas that have been fished recently and areas that have not. Once you reach those areas you will count the numbers of turtles and birds. 1. Complete your hypothesis: In areas where there is a lot of marlin fishing there will be _______________________________ (less or more) birds and/or turtles. You only have enough gas to survey 8 different areas (see attached sheet). Using what you’ve learned about the open ocean so far, choose 8 areas to survey. (Hint: make sure marlin can live in all the areas you choose). 2. Fill out the chart below with why you chose each area. AREA # Why we chose that area Lesson 6: Fisheries Management 1 Partnerships for Reform through Investigative Science and Math 3. Next ask your teacher to show you how many turtles and birds are in each area. In the table below fill in the number of fish for each area, write a yes or no if the area was recently fished. AREA # # of Turtles # of Birds Recently Fished? 4. Re-arrange your data so that all the areas that were recently fished are in the left box and all the areas that were not recently fished in the right. Fill out the boxes correctly and add the numbers for the totals. Recently Fished Areas Not Recently Fished AREA # # of Turtles # of Birds AREA # # of Turtles # of Birds Totals Totals 5. Look at the total number of birds and turtles in each area. Are there any differences between the two groups?? 6. What does this data mean about the marlin fishery?? 7. Did you prove you hypothesis true or false? 8. Bonus Question!!! Can you think of any solutions to stop the marlin fishery from catching birds and/or turtles?? Lesson 6: Fisheries Management 2 Partnerships for Reform through Investigative Science and Math Fishbowl Fisheries Materials Needed: folded paper (hook and line), 1 spoon (trawlers), 1 cup (Net or Seiners), 100 marbles one color, 50 marbles of a different color, large Jar, scissors (2 pairs), 3 cups to hold caught marbles, worksheet for each student, pencil. Divide students into 3 to four groups depending on the amount of supplies you have. One person record turns, one person catches fish, two observers. Students should take turns at each role. Teacher should have each group written on the blackboard with their fish tally, turtle tally, and # of turns fished for each scenario. Read each scenario to the students and then monitor each group in the activity. At the end of each scenario the teacher should answer any class questions and recap the results of each scenario. The questions can be answered as a group, as individuals, or as a class however each student should have all the questions completed on their worksheet at the end of the class. At the end of the activity the teacher should highlight the lessons learned.
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