Activity 1: Sourcing Fish and Seafood

1. Ask students if they can guess how long fish has been part of our diets in human history. Show the Harvesting Knowledge- Fish Farming video clip from America's Heartland to answer the question. After the video, ask students, "How do we get these fish from the water to our plates?" 
2. Give each student one copy of the Comparing Aquaculture handout. Using the back side of the handout as a guide, describe three different methods of harvesting fish and seafood for human consumption.
3. Inform students that they will be taking a video tour of the three different methods. As they watch each video clip, they should fill out the Venn diagram noting the differences and similarities found while comparing each system.
   • Note: If students are not familiar with Venn diagrams, give additional instructions describing what each portion of the circle represents.
4. Show the following video clips:
   • Wild-Caught Fishing: Working the Water (lobster fishing) 
   • Fish Farming: Acres and Acres of Catfish 
   • Cage Fish Farming: Oyster Farming 
5. After watching the videos, have a class discussion to summarize what students learned. Point out to students that not all the lobsters we eat are wild-caught and not all oysters and catfish are farmed. Lobsters can be farm-raised and oysters and catfish can be wild-caught. Use the following questions to help guide their comparisons and complete their Venn diagrams:
   • Where do the fish/seafood shown in the videos live? (lobsters and oysters live in natural waters, catfish live in man-made waters)
   • Where do the fish/seafood shown in the videos get their food? (lobsters eat from the ocean, oysters and catfish are fed by  farmers)
   • Which method is regulated by what type of animals can be harvested? (Wild-caught fishing. In order to manage the populations of wild lobsters, fishermen must follow specific requirements to maintain a healthy population of lobsters and protect other species.)
   • Which method has the potential for harming other populations of animals? (Wild-caught fishing. The fishing process could inadvertently harvest or harm other species. You can also note that in some cases invasive species can be better managed to improve the ecosystem through fishing practices.)
   • Which fish/seafood shown in the videos were completely reliant upon farmers to manage breeding, feeding, and growth? (oysters and catfish)
   • Which method has the goal of producing a food product for human consumption? (all three)
   • Which method strives for sustainability? (all three)

Activity 2: The Lifespan of Overfishing

1. Now that students have a basic knowledge of a few methods used to produce and harvest fish and seafood, inform them that this activity will focus on an ecological issue with wild-caught fish.
2. Review the basic concepts of a food web. Give examples if needed to help students recall that a food web is a system of interlocking and interdependent food chains. Ask students to give examples of food chains and webs that can be found in an ocean.
3. Introduce the activity by telling students that they will be simulating an ocean food web using colored goldfish crackers. Explain that in this ocean’s food web the plain yellow goldfish eat seaweed of which there is always plenty, the green goldfish and red goldfish eat the yellow goldfish, and the dark orange goldfish eat both green goldfish and red goldfish.
   • Note that there must be at least two goldfish in the ocean for these fish to survive. However, you may or may not want to share this with the students immediately.
4. Inform the students that in addition to its place in the food web, each fish also has a dollar value, and the purpose is to earn money. If the fish are harvested, each yellow goldfish will make a profit of $2, red goldfish will make a profit of $5 each, green goldfish will make a profit of $5 each, and dark orange goldfish will make a profit of $10 each.
5. Organize students into groups of four. Give each student one copy of The Lifespan of Overfishing Student Data Table. Have one person from each group collect the following supplies:
   • 1 plate
   • 4 spoons
   • 4 straws
   • 4 napkins
   • 4 pieces of string 
   • 1 roll of tape
6. Students may use the spoons, straws, strings, and/or tape to create any fishing pole they would like. The key is to get fish out of the ocean and onto their napkin (aka boat).
   • If you are short on time, you can skip the fishing pole construction phase and just have the students use spoons, but only allow them to "catch" one fish at a time.
7. At the start of the activity, put 8-10 of each color of goldfish into each group's ocean (paper plate). (Numbers can be adjusted as the teacher sees fit.) Have the students record the number of each fish in the "Year 1 Start" column of their data table.
8. When all the oceans are stocked and fishing poles are made, give the students 30 seconds to fish. At the stopping signal, all fishing poles must be put down.
9. Tell the students to fill in their data tables for "Year 1 End" with the number of each species of fish that remains in their ocean. Record the value of their catch in the "Year 1 Income" column. Any fish remaining on the table, still attached to the fishing pole, or destroyed during fishing do not count. Once their tables are filled out, the students can eat the goldfish they caught.
10. Adjust the number of fish in each ocean to account for reproduction by adding one new fish of each species for each two that remain. Keep in mind that there must be a food source for each species to allow for survival. If no food source remains, remove that species from the ocean.
11. Repeat steps 6-8 three more times until there have been four years of fishing.
12. Instruct the students to use their data to create a line graph showing the changes in their fish population over time.
13. Have each group report to the class the final number of fish remaining in their oceans after year four. Some oceans may be completely empty of fish. Others may have established a way to fish sustainably so that there are more fish than when they started. Discuss the various strategies the different groups used (or didn't use) to manage their oceans.
14. As a class, discuss the following questions:
    • What is overfishing?
    • Why does overfishing happen?
    • What are the effects of overfishing?
    • What is stewardship and why is it important?
    • How can the world continue to fish in a sustainable manner?

Activity 3: Public Service Announcement

1. Give each student 1 copy of the Public Awareness Campaign Rubric. Divide students into groups to complete. Tell students they will be creating a Public Service Announcement (PSA) Poster encouraging the community to eat fish sustainably. PSAs are messages in the public interest. They can be found on television, radio, print or other media. PSAs are different from commercial advertising. Rather than marketing a product or service, PSAs are messages that benefit the public by raising awareness of an issue and influencing attitudes or actions for the good of mankind. 
   • Optional adaptation: Rather than completing an entire poster, this activity can be adapted for individual student work by assigning students to make a flyer or educational brochure.
2. In preparation for creating the PSA, have students research aquaculture using some of the following resources:
   • Book: World Without Fish by Mark Kurlansky
   • Website: Monterey Bay Seafood Watch
   • TED Talks: “The four fish we’re overeating- and what to eat instead” and “The case for farm fishing”
3. Possible poster prompts teachers may use to guide students are:
   • Why is seafood a healthy protein source?
   • Why is overfishing a problem?
   • Why is farm raised fish a healthy option?
   • What is sustainable fishing?
   • Why is aquaculture considered a future food source?
4. After projects are complete, have students present posters with the class or share via gallery walk.