Fry-Fish-Plate Bryan Silver Kalani High School (http://www.cajuncrawfish.com) HCPS III Science Standards Addressed: B.S. 2.2, 2.5, 5.2 & 5.4 Grade Level: 9 Project Time Span: 8 months (includes 1 field trip) To The Teacher: This "Fry-Fish-Plate" project can be long or quick depending on equipment available and how much you want to be involved. This project will engage students, teaching them how they can positively influence their world around them and their own lives. It will educate them on the life cycles of fish. This project will focus on breeding and number of offspring produced; grow out rates of fish, selection of genetically desired fish, marketability of farm-raised fish, cleaning the fish and consumption of the fish the students raise. This hands-on learning experience brings the lesson to life and allows students to get their hands wet and dirty. Our ocean fisheries are on a serious decline and alternatives need to be developed. Educating the youth on raising their own fish in a back yard and making good fish choices in restaurants will go far in changing how we as a community and world utilize its resources in sustainable ways. It will also help students dispel old prejudices of tilapia as a trash fish. Goals of the Lesson: • To look at research on fish stocks in the ocean • To compile a list of good fish and bad fish to eat based on environmental impact • To learn the benefits of aquaculture, and Hawai'i's contributions through fishponds • To learn how to pass your vote with a fork • To study the life cycle of fish Student Learning Objectives (Benchmarks): This lesson addresses Grade 9 benchmarks for HCPS III Science Standards: 8.5.2.2 Science Technology and Society: Risks and benefits of solutions to biotechnologies to population and available resources. • Management of limited aqua resources • The effects of genetic manipulations of food species, for the wild populations and human consumption. 8.5.2.5 Malama I Ka '.Aina: Sustainability: Students make decisions needed to sustain the life we have for future generation as with limited resources. • Exploring how aquaculture technologies affect human and environment. 8.5.5.2 Biological Evolution: Explanation of natural selection and human intervention to select for genetic traits. 91 Property of UH Manoa - Curriculum Studies • Selecting of talapia fry based on color and speed of growth, culling. 8.5.5.4 Unity and Diversity: Mendel'S law of heredity. • Human influence on species selection. • Positives to single species selection. • Negatives to single species selection. Resources and Materials: Materials • Video "farming the seas" from http://habitatrnedia.org $39.95 or shown on PBS • One 600 gal grow out tank - or 5 10 gal glass tanks - or create a list of good fish and bad fish • Filter system appropriate for above growing tank • Tilapia fry from Molkelia farms or Wa'ainia aquaculture companies • Kitchen to cook and clean product when it has reached a pound in size • Nets • Fish food Books • Parker R., 1995, Aquaculture Science: Thomson Delmar Learning, pg 7- 12,20-25,67-74,391-394 • Yamamoto, M.N., and Tagawa, A.W., 2000, Hawai'i's Native & Exotic Freshwater Animals: Honolulu, Mutual Publishing, pg 74-77 Websites • Good fish/Bad fish: http://www.habitatrnedia.org • Fish stock numbers: http://www.EnvironmentaIDefense.Net • NOAA: http://www.noaa.gov/coasts.html Appendices: • Appendix 1: Good fish/Bad fish • Appendix 2: Substitutions for popular seafood: http://www.oceansalive.org/eat.cfrn • Appendix 3: Voting with your fork Instructional Procedures: • Day 1: Introduce topic o Brainstorm with students about the state of the oceans. o Solutions to help relive this growing problem o Go to school library for background information on: • State of fisheries on west and east coasts • Aquaculture revitalizing fish populations • Hawaiian fish ponds, benefits to the environment • Modern fish farming techniques • Maintenance of a fish tank Break students up into groups to research each of these topics. 92 Property of UH Manoa - Curriculum Studies • Day 2: Discuss findings from library research. o State of fisheries on west and east coasts o Aquaculture revitalizing fish populations o Hawaiian fish ponds, benefits to the environment o Modern fish farming techniques o Maintenance of a fish tank • Day 3-4: Watch video "Farming the Seas" by habitat media + PBS Total time is 1 hr 45min of film. • Day 5: Students to visit a working fish pond, Paepae 0 He'eia in Kaneohe o Students to take notes on how to maintain a fishpond. o Inquire with the keepers of traditional practices of Hawaiian fishponds. (construction, styles, size of pond verses fish raised) o What are the modern methods used to farm fish in the pond. • Day 6: Set up grow out tanks and have system running before the introduction of fish. Once tanks have been running for a week supply the fry to be grown. Spread out in the smaller tanks or put together in one large tank. • Day 7: Approximate time for the fish to grow to one pound depends on feeding and size of environment should be 6-8 months. If fish are being grown in 10 gal tanks limit to two fish per tank. • Day 8: Do regular cleanings of tank maintaining water quality. • Day 9: Survey the students on what they consume for seafoods and how often. Discuss with students how they can make a difference in the choices they make at restaurants in what fish are caught. ("Voting with the fork"). See appendix 1. Assessment: • Students will present on the benefits of farming fish. • Students will describe how a fishpond works both in pre-contact and modern days. • Students will report on modern techniques to raise fish. • Students will clean, cook and consume the fish they raised at the end of the year. Extension: • Students can write to NOAA expressing their views about up coming legislation dealing with our Hawaiian fishers. http://www.noaa.gov/coasts.html • Students can also write to their state congressman about the issues of fisheries management. NATURAL RESOURCES CONSERVATION 93 Property of UH Manoa - Curriculum Studies SERVICE P.O. Box 50004, Honolulu, HI 96850 Acting State Conservationist Lawrence T. Yamamoto. Tel: 541-2600 ext. 100 • Students supply their letter and response to the letter in final presentation of the project. Evaluation of Lesson: What worked well • Getting the students to clean a fish. • Having them eat what they have worked to grow. • Having them experience raising their own food to eat. Appreciating the amount of labor and time involved. • Having students reflect upon their experience with the project. Do they make better fish choices in restaurants and supermarkets? What would I do differently • Produce my own fry for the following year's class. • Contact a DOE teacher with an aquaculture program. 94 Property of UH Manoa - Curriculum Studies Pocket Seafood SeLector Caviar - wild sturgeon eggs Abalone - U.S. farmed Scallops - farmed bay Chilean seabassltoothfish Anchovies Shrimp - Northern from Cod - Atlantic Arctic char - U.S. and Canadian Newfoundland, U.S. farmed Grouper farmed Spot prawns Hatibut - Atlantic Catfish - U.S. farmed Striped bass - farmed Marlin Caviar - U.S. farmed Sturgeon - farmed Monkfish/goosefish Clams - butter, geoducks, hard, Tilapia - U.S. Orange roughy littlenecks, Manila Rock cod/bocaccio/Pacific rockfish Crab - Dungeness, snow from For detailed information on these and Salmon farmed or Atlantic Canada, stone hundreds of other fi sh. visit Shark Crawfish - U.S. www.oceansallve.org!eaLcfm. Shrimp/prawns - imported Ha libut - from Alaska Skate Herring - Atlantic sea herring Snapper Mackerel - Atlantic • Sturgeon - wild Buying guide for Mahimahi/dolphinfish - U.S. from • Swordfish - imported the Atlantic II Tilefish eco-friendly fish Mussels - farmed blue, New OCEANS Tuna . bluefin Zealand green LIVE Oysters - farmed Eastern, Red text indicate. high mercury or PCB European, Pacific OceansAlive.org lw,ts. Not all fi sh have been s ufficiently Sablefish/black cod - from Alaska ,'"itptembH r}I Etmental OE:fMSt tested for s afety. Details at NM York, NT t;CN'er IU~50trQtt'lf'l : www. [email protected]/eat.dm Salmon - wild from Alaska • 'NNW <: har'tifl}r.ature. ((,om • Sardines V) • 01 • • , - Caviar - wild sturgeon eggs Abalone - U.S. farmed Scallops - farmed bay Chilean seabass/toothfish Anchovies Shrimp - Northern from • Cod - Atlantic Arctic char - U.S. and Canadian Newfoundland, U.S. farmed Grouper farmed Spot prawns Halibut - Atlantic Catfish - U.S. farmed Striped bass - farmed • Marlin Caviar - U.S. farmed Sturgeon - farmed Monkfish/goosefish Clams - butter, geoducks, hard, Tilapia - U.S. • Orange roughy littlenecks, Manila Rock cod/bocaccio/Pacific rockfish Crab - Dungeness, snow from For detailed InformallC:m on thes e and Salmon - farmed or Atlantic Canada, stone hundreds of other fis h. visit Shark Crawfish - U.s. www.oceansa lrve.org!eat.dm . Shrimp/prawns - imported Halibut - from Alaska Skate Herring - Atlantic sea herring Snapper Mackerel - Atlantic Sturgeon - wild Buying guide for Mahimahi/dolphinfish - U.S. from Swordfish - imported the Atlantic Tilefish eco-friendly fish Mussels - farmed blue, New OCEANS Tuna · bluefin Zealand green LIVE Oysters - farmed Eastern, Red t ••t indicatas high mercury or PCB European, Pacific OceansAlive.org leYels. Not all fi sh have been s uffiCiently Sablefish/black cod - from Alaska t• • ted for s.fety. O.t.,l. at c,.~III . ~rr'lx'r O! [fI' IVn 'n' ;f>f~'O!':' ''' Salmon - wild from Alaska Po.iew Yor~ tb .... ()I:H ,Uusrratlo)n WNW.oce a nsal ive .org! eat .cf m - .. ,.. ,. " ,r .... .. ... Property of UH Manoa - Curriculum Studies Appendix 2: Substituting for Popular Seafood http://www.oceansalive.org/eat.cfm Making Fish Substitutionsitute wild Alaskan salmon for farmed salmon. (Atlantic salmon in U.S.