Table of Contents
The 4-H Fisheries Project Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
General Information for the Fisheries Project Leader . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 1: The Commercial Fishery - Sea Salt and Sweat
The Nova Scotia Offshore Fishing History . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Nova Scotia’s Fishing Fleet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Marine Fishing Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Where the Fish are Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Fish ID . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Common Commercial Fish of the Nova Scotia Coast
Groundfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Pelagic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Crustaceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Mollusks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Other commercial species . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Employment in the Nova Scotia Fishery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Tools of the Trade
Rope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Knots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Project Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 2: Inland/Recreational Fishing - Get Hooked on Fishing
Recreational Fishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Sensitive Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Take a Kid Fishing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Some of the Most Common Sport Fish in Nova Scotia . . . . . . . . . . . . . . 30
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Project Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 3: Aquaculture
A Look at Fish Farming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Career Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Finfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Shellfish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Aquaculture Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Project Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
For More Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
The Fisheries Project Year
Dear 4-H Leader
Welcome to an exciting and enjoyable 4-H project. If this is your first year you must be eager to learn
as much about the 4-H program as you can.
The purpose of the Fisheries Project is to give 4-H members the opportunity and incentive to learn
about the many aspects of the Nova Scotia fishing industry. You will look at the commercial fishery
including the fishermen, boats, equipment and the fish caught in the Atlantic Ocean off Nova Scotia.
Other aspects of the fishing industry include aquaculture (fish farming) and what is involved in this type
of enterprise.
Sport fishing is a popular pastime in Nova Scotia. You will look at habitat, types of fish caught, ways
you can help the environment of the inland fishery.
ACHIEVEMENT DAY
Achievement day allows members to display to the public, the projects they
have worked on all year and have them evaluated non-competitively.
Project completion at Achievement Day requires a satisfactory completion
of a number of requirements. Please refer to the Fisheries Project
Newsletter of the current 4-H year for detailed information on project
requirements, record sheet, judging, club contribution, communications,
etc.
There are many topics to cover in the 4-H Fisheries Project. 4-H members of all ages will find
something to interest them.
As a leader, seeing what the members already know will be important. Briefly review the material they
know and then move onto new and interesting topics.
TEACHING THE PROJECT
Most of us would agree that the core of 4-H club work is the project. Traditionally, club work has
been organized so that every member takes a specific project. Through the project, club leaders work
with members to help them achieve the objectives of 4-H. A member who successfully completes a
project will receive:
•
•
•
•
•
A feeling of accomplishment
A challenge to his or her abilities
Attention from others, mainly through displaying a project at Achievement Day
Pride of ownership
Sense of responsibility
The job of the project leader is important. Effective project leadership really begins with the wise
selection of projects. As a Fisheries project leader you should help direct your members to the
appropriate contacts for the activities in each unit.
Fisheries Project - Leader Resource 2002 - Unit 1
2
IMPORTANT STEPS IN TEACHING
Draw up a plan for the year - Planning should be done near the beginning of the club
year. Decide how many meetings your project group will hold and what topics are to
be studied. In planning, decide what will be taught, how and by whom at each meeting.
You may want your members to help, particularly older members, and each member in
your project group should have a copy of the plan.
Consider your members - Before starting to teach, it is wise to look at the number of members, their
ages and their experience to determine how complex you make the lessons . Try to keep the size of
your project group to no more than eight. If you have more than this number divide the group based
on their age and/or experience level or find more project leaders or assistants. You could draw on the
experience of the oldest members to help with the younger members.
•
A good incentive is praise for work well done, rewards strengthen and
maintain any learning that leads to them.
•
Too much or undeserved praise has a bad effect.
•
Praise is better than criticism and constructive criticism is better than
completely ignoring a learner's efforts.
•
Sarcasm and ridicule affect self-esteem.
<
To like and respect the teacher helps the learning process.
Gain the interest of the members - To obtain and keep the members’ interest you must become
aware of the importance and interest of the topics presented to them. Present a positive experience for
the members. This is easier with some parts of the project than others since some phases are easier to
relate to the members. For example, members may be more interested in going fishing, but it may be a
challenge for the project leader to try to show members the importance of keeping records.
Types of motivation for members:
<
Competition - competition may act as a motivation to learn for those who feel they have a
chance to win the competition, but do not let it get out of hand so that the individual's personal
development may suffer.
<
Cooperation among members and opportunities for advancement are motives that affect
learning.
Start where the members are - At the start of the year find out what it is about the project that
interests them, how much they already know and if they have any questions. This will help you know
where to start teaching and the interest of your members. As you teach, make sure the topic being
discussed, the words, charts and other teaching tools being used can be understood by
all members.
Have every member active - Involve as many members as possible through
planning, arrangements for the meetings and at the meeting itself. Wherever possible, a
practice session should follow project instruction, giving every member a chance to
become involved.
Experience is the best teacher and members retain more information if they learn through practical
Fisheries Project - Leader Resource 2002 - Unit 1
3
experience.
It has been shown that we remember:
<
<
<
30 percent of what we hear;
80 percent of what we see and hear;
90 percent of what we actively participate in.
Making teaching practical - Wherever possible, use real items in a demonstration rather than
pictures. For example, in teaching how to make a lobster pot show the real trap rather than just
talking or only using posters.
Use a variety of teaching methods - When doing your planning for the year, consider different ways
of presenting the material and choose the method that will be the most suitable. Each method will
have advantages in particular situations and a change in teaching methods helps to maintain interest.
Remember younger members need more frequent changes and more activity to deepen their interest so
plan activities that last no more than 20 minutes. Members in their early and mid-teens like to work in
groups, which means you can use panels, role-playing, and other group techniques. 4-H members
enjoy field trips, guest speakers, demonstrations, quizzes and hands on activities. For specific activity
and project ideas please refer to the end of each unit.
PLACES WHERE THE PROJECT IS TAUGHT
Wherever you hold your project meetings, be sure your members are comfortable and don’t have other
distractions.
Project Meeting - The project meeting may follow a general meeting or it may be held at a different
time. Following are suggestions to organize the project meeting:
C
Project Reports by Members - This might be the first item in the meeting. It provides an
opportunity for members to report on their project work since the last meeting, to bring up any
problems or questions and for you to determine their progress, answer questions and make
suggestions.
C
Introduction to the Next Topic - Outline the new topic and the reason for its importance. This
is the place to gain the members’ interest so that they will be attentive for the next part.
C
Group Instruction - This is where the actual teaching of the new topic takes place using the
best method. This may be done by you, the members or by a special resource person.
C
Group Activity - This is a practice period in which the members do something. If possible,
they should practice what has been taught. If not, they may work on record books or practice
demonstrations.
C
Individual Help - While the group activity is going on, you may help members who need
closer attention or extra help.
C
Preparing for the Next Meeting - This is the time when you give instruction on homework to
be done, items to bring to the next meeting or last minute reminders.
Fisheries Project - Leader Resource 2002 - Unit 1
4
General Information for the Fisheries Project Leader
With this project 4-H members have the opportunity to learn about three aspects of the Nova Scotia
fishing industry - Commercial, Inland and Aquaculture. Leaders are provided with a leader resource
guide and members are given a record sheet and a copy of the 4-H Fisheries Newsletter. 4-H members
are encouraged to use the activities provided for their Achievement Day projects or to use their
imagination and create new activities that fit into each unit of this manual.
Through this project members should gain an understanding and respect for the Nova Scotia fishing
industry and the people that work in this industry. It is important to always maintain good relations
with those who use the land and waterways for fishing purposes, such a fishers, fish farmers, and
processors and to make sure you have permission before going on to private land where fish farms are
situated.
This resource guide has been developed using the following premises:
<
The need for material that contains factual information and is user friendly for busy 4-H leaders;
<
Developing an appreciation for rural and fishing lifestyles and activities;
<
We can enjoy the Nova Scotia fishery while maintaining and caring for its future.
Resource Guide
In order to achieve all of the above, this resource guide will point to what 4-H participants can do to
ensure that they learn about the Nova Scotia fishing industry including the commercial and inland
fishery and aquaculture. This resource guide keeps these issues in mind to ensure that the sections are
balanced and practical and has been designed to be easy to use as well as fun for both 4-H members and
leaders.
Many young people today are curious about the fishing industry whether it is as anglers, watershed
clean - up programs, setting up fish farms or going lobster fishing. This resource guide will help in the
education process but also motivate you and your club members to take a closer look at fish found off
the coast of Nova Scotia, the people who work in the industry and how you can inspire young people
to become interested in the fishery on a sport or entrepreneurial level. Have Fun!
Fisheries Project - Leader Resource 2002 - Unit 1
5
Unit1:The Commercial Fishery
Sea Salt and Sweat Nova Scotia’s Offshore Fishing History
Nova Scotia is the leading fishing province in Canada. Because of the diversity species and
consistency of catch Nova Scotia leads all other provinces in landed value. It also catches more sea
fish than any of the New England States which also borders on the famed and fertile crescent of ocean
fishing banks that embrace this historic coast.
Ocean fishing is our first and oldest industry, dating back to the early 1500's. All around Nova
Scotia’s thousands of miles of briny coastline are sea villages that are the home ports of some of the
best fishermen in the world.
The Atlantic provinces of Nova Scotia, New Brunswick, Prince Edward Island and Newfoundland and
Labrador enjoys their distinctive heritage and culture. This part of Canada grew up on dry salt cod.
For centuries the bountiful codfish, inshore and on our fishing banks, was the basic
commodity item produced on this northerly coast of North America for international
trade.
It was the cod that drew the early fishermen and the first merchants, traders and
colonists to these sea-swept shores. Jaunty fishing captains ruled our bays a century
before Canada’s first successful colonists arrived and when the American Pilgrims
put ashore at Plymouth Rock the fishermen were already there to sell them cod.
Though the fishermen of many nations have worked the international waters off
our coast, the Portuguese, French and English, by turns, developed and
dominated the early fishery. Soon Newfoundland, New England and Nova Scotia rivaled one another
in the industry.
In early trans-Atlantic commerce the salt dry cod produced on the rich ocean trading route called the
Golden Triangle. Shipped to Spain and the Mediterranean, our cod was exchanged for higher-priced
commodities and currency which multiplied the returns to England. This process of trading up the
value of commodities was later extended to exchanging cod for West Indian sugar, and built a huge
volume of ocean shipping.
While the successful competition of New England in that trade helped to provoke the
American Revolution, in the next century fisheries diplomacy and the cod had an important
political role in bringing Nova Scotia into the Canadian confederation.
In the days of empire, the salt dry cod enabled emigrating Europeans to survive the
tropics, and fed the expanding populations of the cities. The cod’s high-protein
content and matchless keeping qualities made it a staple at home and abroad. The
cod travelled into battle with Europe’s ambitious armies and navies, and was tucked
into the knapsacks of dauntless explorers of jungles and icecaps.
Prior to World War II, the traditional fishing nations (Great Britain, France, Portugal, Spain, and
Norway) worked the banks in the Northwest Atlantic off Canada and the United States. They were
soon joined by Russia, Italy, East Germany, Poland and Denmark, Iceland and West Germany, all of
whom had modern fleets, and none of whom had fished these waters in the past. In the years
following the Second World War, the world demand for high protein food brought about a remarkable
increase in the size of fishing fleets; coupled with a rapidly developing technology for capturing fish,
the industry expanded remarkably.
Twentieth century technology replaced the tall ships and schooners with motor-driven
trawlers and draggers and the sails and sweeps of the inshore fleets gave way to gas
engines. At the same time the curing process of the salt dry cod was largely
overtaken by the demand for fresh and frozen fillets, markets changed and the
traditional character of the fisheries was transformed to meet modern needs.
Nations increased their fleets and because of the numbers of large factory ships involved in the fishery,
the expansion in vessel tonnage more than quadrupled between the years 1964 - 1974. The
introduction of the factory equipped freezer stern trawler in the latter part of the 1950's changed the
nature of the fishery all over the world including the fishery in the northwest Atlantic. These
factory ships had the capability of doing stern trawling, on board filleting, freezing and fish
meal reduction. Catches, however, did not keep pace with the massive increases in
vessel tonnage in the 1960's especially by European countries, technology, fishing
effort, experiments with international fisheries management and the declaration of
the 200- mile zone. In spite of doubling of vessel tonnage in Atlantic Canada
during this period, fish landings declined by 2 per cent.
Eventually, massive new fishing technology on the offshore banks, threatened the ability of the cod and
other groundfish to survive. Efforts to prevent over-fishing and further depletion of the fish stocks by
foreign fleets in the Northwest Atlantic, led to Canada’s declaration of a 200-mile fisheries limit in
1977.
Canadian jurisdiction over the sea fisheries used to be
confined to waters within the traditional three-mile territorial
limit. However, to protect the coastal fisheries, Canada
extended fisheries control in 1964 to nine miles beyond the
territorial sea; in 1971, the three mile territorial sea and ninemile fishing zone were replaced by a twelve-mile territorial
sea. Also, in 1971 special fishing zones were established by
Canada in the Gulf of St. Lawrence and the Bay of Fundy.
With the declaration of the 200-mile zone on January 1,
1977, Canada, in effect, became the owner and manager of
all the fish stocks within that area. This fishing zone allows
Canadian fishermen to fish in the 200-mile zone without
provoking confrontations with foreign nations having a
traditional presence in what were formerly international
waters.
Primarily a conservation measure to prevent the possible extinction of fisheries resources on this coast,
the declaration also provided the opportunity for gradual redevelopment of the Canadian fisheries
industry to match the changing conditions of world demand.
Today the commercial Nova Scotia fishery has rebounded and become diversified. Scallops, crab, shrimp
and lobsters now bring Nova Scotia fishermen more cash than cod and other ground fish.
The inshore fishery undertaken from hundreds of ports around the province, and the
offshore fishery conducted by deep sea vessels are equally important. Nova Scotia is
located next to some of the world’s best fishing grounds and is also situated directly on the
major trading route between North America and Europe. The province leads all other
provinces in the export of seafood products has established an efficient network for
shipping these products throughout the world.
The most inspiring symbol of the Northwest Atlantic Fisheries, and the hearty Nova Scotia
men who followed the calling, was Bluenose - the fastest deep sea fishing schooner of them
all. Today the Government of Nova Scotia operates a full size replica of the Bluenose to help tell the Nova
Scotia story.
Nova Scotia’s Fishing Fleet
The Nova Scotia commercial fishing fleet is made up of a variety of vessels and fishing gear. As there are
great variations in vessel size, and/ or gross tonnage, there is no simple way to classify them as having
inshore or offshore fishing capability. Much of this difficulty lies with the smaller vessels which, during the
warm months, fish at a considerable distance from the coastline and certainly in waters worked by the
offshore portion of the fleet. Vessels of offshore tonnage have a capability for year-round fishing, whereas
those in the in inshore classification are normally tied up or hauled out during the coldest months.
The fishing vessels can be divided into three segments: Inshore (less than 20 m/65 feet ), most are 14 m (45
feet and under), and Offshore (more than 20 m/65 feet). While the use of small vessels (less than 6.1 m/ 20
feet) may make a substantial contribution to the annual earnings of an individual fisherman, their effect on
total landings on marine species is not significant. Also, the number of licenses exceeds the number of
vessels involved in the fishery. For instance, in the inshore class, a lobster boat may also have a crab
license.
Purse seiners, an offshore vessel, are not easily converted to other methods of fishing. This is due to their
particular deck layout and the gear used in setting and retreiving the purse seine. Because of this it would
be unlikely that they would have more than one license. Similarly, a midwater trawl requires special deck
equipment, and is handled over the stern of the dragger/ trawler, and only these vessels would apply for
licenses to permit bottom and midwater trawling.
Offshore Vessels
Vessels built in Nova Scotia are registered initially in a designated port nearest to
the actual building site or shipyard. This port of registration may be changed
after one year has gone by. For some vessels the original registration may not
change, but for others it may change for various reasons. For instance, an individual or
company may own a fleet of vessels fishing out of several ports in the province but have them registered in
the port of registration where the main business office is located. Thus the usual port of landing rather
than the port of registration, appears to be the more accurate indicator of where the fleet is based in the
province. It is the method used to keep track of the number and size of vessels in each port. Although
nearshore vessels have the capability for year-round fishing (except for those fishing on the ice bound
southern Gulf of St. Lawrence) vessels of this tonnage only fish occasionally during the winter months.
Inshore Vessels and Harbours
The inshore fleet is composed of vessels mainly between 8.5 - 14 m (28 - 45 feet) and dispersed
throughout the province. In the Atlantic and Bay of Fundy waters, the Cape Island type hull has been the
most popular. Hulls of this style range in size from open skiffs, to vessels in the upper range of this
tonnage classification, with a self-bailing cockpit, forecastle with living accommodations, and a wheelhouse
containing modern electronic fishing and navigation equipment.
The Cape Islander was developed in Cape Sable Island for it’s seaworthiness and
ease of use in the sea conditions off Nova Scotia. It was designed with a wooden
bottom that was shallow and nearly flat towards the stern, it is wide and stable
with less roll and is easy on the legs of the fishermen.
This type of boat is sea friendly and economical and as a result more Cape Island style boats are favorites
of many fishermen. The hulls of these boats range from open powered skiffs to diesel-driven vessels of 12 15 m (40 - 50 feet), with forecastles, cuddys and characteristic wheelhouses bearing modern navigation
equipment. This style of boat is used in inshore lobstering, longlining, gill-netting, seining, handlining and
dragging as well as raking crops of Irish moss and other seaweeds.
A somewhat different design evolved in the Northumberland Strait. Today a boat often found off our
coast is the Northumberland. This type of boat is narrower and faster than the Cape Islander. The
Northumberland became more popular over the years as fishermen looked for faster boats, to get to the
fishing grounds and back to shore quickly and easily. The Northumberland is used
for fishing lobster, tuna and crab. They have high, flared bows for seakindliness in
the short, steep waves which prevail in the comparatively shallow water found in
this area.
The building materials for both these boats have changed over the years. Today boat builders use a range
of fiberglass and composite materials to build vessels that have proven design characteristics of both the
Cape Islander and the Northumberland styles. Together with innovative technology (e.g., CAD computer
assisted designs) boat builders use these materials to build vessels for the modern fishing fleet. Model
vessels are tested in wave tanks using CAD technology before being built in the boat yard.
These vessels may also be licenced for groundfish and scallop dragging, longlining, gill netting or Irish
moss harvesting.
The open skiff, a different vessel, is normally less than 6.1 m (20 feet) in length and powered with an
outboard motor. They are used extensively for harvesting Irish Moss, but may have lobster, longline or gill
net licenses.
Many ports in Nova Scotia have yards for construction and repair of vessels. The province has the
capability of building or repairing any size or type of fishing vessel, whether
of wood, fiberglass or steel construction.
Marine Fishing Methods
Longliner
A longliner is a vessel that uses fishing gear consisting of a back line or ground line to which bated shorter
lines, known as snoods or gangions, are attached. The longline is set by anchoring one end to the ocean
floor and steaming ahead. Longlines are set on the bottom for capturing groundfish or floated near the
surface for pelagic species such as swordfish. Baiting, using pieces of squid, mackerel or herring, is
generally done by hand or with automated baiting machines. A single hook is attached to the free end of
each gangion. Gangions are spaced at different distances along the backline from 102 to 183 cm (40 to 72
inches). Longlines may vary with the species to be captured but are basically constructed on the same plan.
The longlines are used at various depths, i.e., a surface longline is used for pelagic species such as tuna and
swordfish and are spaced at greater distances apart. Bottom longlining is used for ground fish species such
as cod and halibut.
A 60 foot Double - Ender Longliner
Purse Seiner
A Purse seiner is a vessel which uses a net (seine) built like a long shallow curtain. This type of net is used
to encircle schools of pelagic species such as herring and mackerel. The upper edge of the seine is buoyed
by a cork line and the lower edge is weighted with the with lead-core rope. Rings are fastened at intervals
to the lower edge and carry a purse line by means of which the bottom of the net is closed to prevent the
escape of the fish.
A Nova Scotia Herring Seiner
Danish Seiner
This vessel fishes a net, resembling a cone-shaped otter trawl, to capture groundfish. The net is set in the
following fashion: first, 2000 meters (6562 feet ) of lead-core rope are payed out on a semi-circular course;
second, the net is set; and third, the remaining 2000 meters (6562 feet ) of rope are payed out as the vessel
returns to the starting point. As the net is retrieved, the ropes come together, herding the fish into the
mouth of the net. This method of fishing is particularly effective in capturing flat fishes. Danish or Scottish
seining is done on mud or gravel ocean bottom as opposed to their trawl which can fish on much rougher,
rockier bottom.
Dragger/ Trawler
These names are synonymous; both vessels tow a large conical net (otter trawl)
equipped with two otter doors or trawl doors. With the aid of wire-rope bridles
and brackets, the doors incline outward at an angle of about 25° when towed
through water; this keeps the mouth of the net open. Using strong synthetic
twines, the meshes in the forward portion of the net may be comparatively large,
but are reduced in the free end where the fish collect. A dragger/ trawler will
tow an otter trawl with a mouth opening of approximately onehalf the length of the vessel.
A midwater trawl is a large conical net essentially the same
design as a bottom otter trawl. Specially designed otter doors
spread the mouth of the net, with the aid of electronic fishfinding devices and the manipulation of the vessel’s speed and
length of towing warps, the net can be raised or lowered in the
water column. It is efficient gear to harvest schooling pelagic species, groundfish and crustaceans (e.g.,
herring, redfish, and shrimp respectively) that feed or swim in the water column.
Side dragger/ trawlers set and receive the otter trawl from the side, usually the starboard. Vessels of this
design will be replaced in a comparatively short period of time because of the ease, safety and comfort of
the crew in carrying out these operations from the more modern stern-end draggers. All dragger/ trawlers
built during the past 15 years, regardless of size, have been designed for stern handling of otter and
midwater trawls.
Scallop Draggers
Three types of vessels fish scallops. The Northumberland Strait style vessel tows a drag
about 5 m 20 cm (16 feet 8 inches) wide from a stern mounted “A” frame, which is used
for boarding and emptying the drag. The sweep chain is 5 m 20 cm (16 feet 8
inches). The rock drag has six drags each .6 m 20 cm (2 feet 8 inches).
These are used from Havre Boucher to Pugwash. These vessels are also
used for lobster, herring or Irish moss harvesting. The Digby-type
scallop draggers are about 20 m ( 65 feet) in length. Normally they
fish in the Bay of Fundy and its approaches, but some of the fleet fish
Browns and Georges Banks in the warm months. In the Bay of Fundy they use a gang of seven (7)
drags, each 75 cm ( 30 inches) wide, fastened to a spreader. This gang is fished from the starboard side of
the vessel.
Offshore scallop draggers range from 30 to 40 m (99 to 131 feet) in length and fish two drags each
about 4 -5 m (13 - 16 feet) wide, one port and one starboard. To these rake-like devices is attached
a chain link bag. This device is towed along the ocean floor, where the iron rake acts somewhat like
a plough scooping the scallops from the seabed and into the bag. All scallop drags have rigid steel
openings in which the scallops enter as the drag is towed over the bottom. The bags are fabricated
with steel rings joined with washers or links.
The entire drag weighs in excess of between 590 and 680 kg (1300 and 1531 lbs). Because of excessive
strains imposed on the hull while towing and boarding the drags in rough weather, the supporting
scantlings are particularly strong.
Gill Netter
A Gill Netter is a vessel using a curtain of netting with meshes of a size
that will permit the head of a fish to enter the mesh, but whose gill covers
then become trapped by the twine. The fish are removed by shaking the
net.
A series of large rectangular groundfish gill nets are set on the bottom with a lead
line on the bottom edge of the net and a buoyant float line on the upper edge. A
gill netter will set a fleet of about 40 nets. They may also be attached to the fishing
vessel, which is known as drift netting.
They have floats attached to the top length and weights attached
to the bottom length to keep the net vertical in the water.
These are retrieved with mechanical net haulers. Species
such as cod, haddock, pollock, hake and flat fishes are caught by this method of
fishing.
Herring and mackerel gill-netting generally occurs through surface rather than
bottom suspension of the gill net, in estuarine and coastal waters.
Crab and Lobster Fishing
This type of fishing involves the setting of baited traps with escape
mechanisms fitted on the trap to let undersized fish escape. These traps
may be constructed of wood or steel and are covered with netting with
funnel arrangements to enable the crustacean to enter the trap but not
escape.
Nearshore vessels may set individual crab traps but offshore vessels set strings, each containing about 30
traps. Similarly, lobster traps may be set individually, in pairs, in small groups (less than 10) in the near
shore areas or in larger strings in the offshore area. Traps are hauled daily (single haul) or every second
day (double haul). Fishing methods and hauling practices vary with the area, season, weather and
productivity of the fishing grounds.
The Nova Scotia Lobster Trap
There are various types of traps in use today associated with the lobster and crab industries. Both the
inshore and off shore lobster industry uses a variation of the traditional inshore wooden hoop lobster pot.
Some fishermen still choose to use the traditional method of building a lobster trap - wooden
hoops with twine or wire mesh netting. Making lobster traps have evolved from
fishermen cutting their own bows and headings to being able to buy the materials
they need in a kit. Many use a variety of materials and have changed the shape
from hooped to
rectangular.
Today coated wire traps are very common
in the lobster fishery due in part to their ease of
handling and lightweight to size out of water.
They come in a variety of sizes and they use
twine headings with plastic or stainless steel
hoops with moulded concrete blocks to add
weight to the trap. The only wood, if any, used
on a wire trap is used on the bottom of the trap
as a sill or runner.
The style of traps are similar across the province with the entrances varying among areas. The maximum
size for a lobster trap is 125 x 89 x 51 cm (49 x 35 x 20 inches). The average size of the hoop is 13-15 cm
(5-6 inches) with some being up to 23 cm (9 inches).
Crab Traps
The conical trap is used in the crab fishery. The size and weight if conical traps vary
within the various crab fisheries. A smaller, lightweight conical trap is used to fish Rock
Crab, which are fished in the shallow coastal waters. They have a lightweight steel
frame and nylon or polypropylene netting. Fishermen use this style trap for safety
reasons and ease of stacking on boats and on shore. A modified lobster trap is also
used in this fishery. When fishing Snow Crab in the deeper mid-shore areas, fishermen use a conical trap
that is larger in diameter 1.5 - 2 m (5 - 6 feet) and heavier in weight on the bottom of the trap to ensure the
trap settles bottom up when it reaches the ocean floor.
Where The Fish Are Found
The great sea-fishing grounds of the Northwest Atlantic curve down the face of the globe in a watery arc
half the length of the continent, from the chilly silences of the Labrador Sea to the hook of Cape Cod and
beyond. The offshore fishing grounds or “banks” - The Nova Scotia Banks, the Grand Banks of
Newfoundland and Labrador and Georges Bank, off New England, are actually a series of vast submarine
plateaus, rising from the submerged coastal plain which forms our extensive eastern continental shelf.
As glacial ice retreated from the coast of Nova Scotia some 18 thousand years ago, ocean levels rose
flooding the ancient coastal plain and leaving the plateaus as a chain of islands until these too were
submerged to become the offshore banks. The banks are large ranging from the 7769 km² (3,000 square
miles) off Banquereau, one of the Nova Scotia Banks, to Georges Bank 22013 km² (8,500 square miles)
and the great sweep of the Grand Bank. Covering 95,8223 km² (37,000 square miles ), the Grand Bank is
321 km(200 miles) wide and 563 km (350 miles) long, bigger than all the other banks and larger in area
than all of Newfoundland.
Connected to the offshore banks are those nearer the coasts, which can be worked by fishermen using
smaller boats other than the offshore draggers and trawlers. And all around the thousands of miles of sea
combed coastline are the traditional inshore grounds. These are the countless shoal waters and ledges
worked daily by the fishermen from hundreds of small coastal villages - when the fish are there and the
weather holds up.
Two mammoth rivers of the ocean give life to the offshore banks, as well as the fishing grounds inshore.
The warm Gulf Stream, driven by prevailing winds and the earth’s rotation, with a thousand times the
volume of the greatest rivers of the land, flows north from the Caribbean, near the edge of the continental
shelf, to meet the cold Labrador Current streaming down from the Arctic. The warm salt sea from the
tropics striking the chill brackish waters of the Labrador Current generates a broad band of boundary
waters of intermediate temperature and salinity along the slope of the continental shelf, the outer edge of
the offshore banks.
Groups of Commercial Fish Species
Off the coast of Nova Scotia several types of species inhabit the waters. Four major groups are
customarily used to categorize species. The species within each group have certain common
characteristics and are generally harvested with the same type of fishing gear, as follows:
Groundfish - (e.g., cod, haddock and pollock). As the name suggests, these fish live
and feed near, or on, the bottom and are captured mainly with otter trawls, baited hooks
or gill nets.
Pelagic and Estuarine - (e.g., herring, mackeral, gaspereau and tuna). Pelagic species feed near the
surface. Gaspereau enter estuaries and fresh water during spawning migrations. They
are harvested with gill nets, purse seines or fish traps.
Molluscs and Crustaceans - This group is often referred to as shellfish, since the
skeletal structure encloses and protects the soft parts of the body.
The bivalves (e.g., scallops, oysters and clams) are a major group of commercially harvested
molluscs, and except for the very early stages in their lives, are generally sessile bottomdwellers. They are harvested mechanically or manually by dragging rake like gear over the
bottom.
Crustaceans (e.g., lobster and crab), in contrast to the molluscs, shed their shells at
intervals to permit growth, and have the ability to walk on the bottom.
Sea plants - (e.g., Irish moss, knotted wrack, rockweed and dulse).
These plants are found in the inter-tidal zone or in comparatively
shallow sub-tidal areas. Harvesting takes place with mechanical or
manually operated rakes or cutting devices.
Fish ID
Part of understanding the fishing industry is to know something about the fish species that can be
caught.
Fish live in water and they have been there more than 100 times longer than we have been on land. A
fish is a vertebrate and just as people, birds, mammals, reptiles and amphibians they have a backbone.
Fish are cold -blooded, meaning that the body and blood of a fish stay at the same temperature as its
surroundings, or environment. Gills provide the means of breathing for a fish to breathe. A fish needs
oxygen to breathe and take the oxygen from the water as it passes over the gills.
General Characteristics
Before you can learn to identify fish you must be able to
recognize some of the characteristics used to
distinguish between them. Characteristics commonly used
in the field are variations in structure, pattern or color.
The shape of the head and body are often useful in fish
identification. The streamline shape of a fish helps to
reduce drag and allows them to slice cleanly through
water. The more streamlined the fish, the faster it can
travel.
In addition the size, shape and color of the gill covers (operculum)
vary among species; and they are useful in identification. The presence or absence of scales on the gill
covers is also used to identify some species. The shape and position of the mouth and the presence of
barbels (“whiskers”) are sometimes clues to a fish’s identity.
Fins are named for both their location on the fish and their structure. They are thin membranes
supported by a framework of either hard bony projections called spines, or soft, flexible bones called
rays. Fins have three main functions - locomotion, stability or balance, and steering.
Fins are divided into two categories: median fins and paired fins. The dorsal, adipose, caudal and anal
fins are median fins. The pectoral and pelvic fins are paired fins. Not all fish species have all of these.
The dorsal (back) fin and adipose (bottom) fins help fishes to stay in an upright position. The dorsal
fin has rays of either soft or stiff (spines) bony material that may also serve as protection against
predators. The adipose fin is small, soft and located between the dorsal fin and the tail on the backs of
such fish as salmon and trout. It is not part of the dorsal.
The caudal fin, or tail can be either squared, slightly forked or deeply forked, helps to propel fishes
forward by flipping from side to side. Fishes without caudal fins, however, move through the water by
moving their bodies from side to side in S-shaped curves. The pressure of their bodies against the
dense medium of water results in propulsion.
The pectoral fins at the sides of fishes’ bodies help them steer. They allow fishes to go up, down, left
or right or to slow down.
Fisheries Project - Leader Resource 2002 - Unit 1
1
The paired pelvic fins are located on the underside of fishes’ bodies and help with
balance. They may also be used to hold them in one place. They are located just
behind the gill covers (Operculum) and vary in position on the fish’s belly from being directly under the
pectoral fins to being slightly ahead of the anus. Some fishes have other fins, such as the adipose fin,
which is small and composed of fatty tissue without bones or rays.
Fish have no eyelids and do not blink. Eyes on fish will vary depending on the fish’s behavior. Fishes
that are particularly active at twilight, in deeper water or in cloudy water will have larger eyes than
other fishes.
Gills are an important part of the fish’s anatomy. Fishes must breathe air, or oxygen, but they must get
it from air that has been dissolved in the water (a few fishes can get some of their oxygen from the air
under extreme circumstances). Not much air can dissolve in water (there is 26 times as much air than
in well oxygenated water), so gills are much better at extracting it from water (they take out about 80
per cent) than lungs are in extracting it from air (25 per cent). Members should understand that the
water enters the mouth and then moves over the gills before exiting through the slit at the rear edge of
the gill cover. The water is not swallowed.
Most fishes (except bottom dwellers) must have some means of remaining neutrally buoyant, so that
they don’t have to use up energy trying to keep from either floating up or sinking down. Many fishes
use a swim or air bladder to do this, slowly adding or removing air as they rise or fall, in order to
compensate for pressure changes. Scuba divers use buoyancy compensators (fancy life jackets) to do
the same job as these bladders.
The body covering of a fish helps a great deal in its identification. It can be smooth and
skin-like or scaly. Most fishes have scales and the shape and size of these scales can help
in identification.
The epidermis (skin) of fishes, as on all animals, is a thin layer that is a defense from disease and other
potentially hazardous elements in the environment. Embedded in the skin of most fishes are hard bony
scales, overlapping from the head towards the tail, which help minimize friction in water and provide a
protective covering. These scales help protect fish from small predators and from injuries caused by
rocks and obstacles. Scales are translucent and allow the natural skin color of fishes to be seen. They
continue to grow throughout the life of fishes and are replaced when lost through injury.
Scales represent a basic compromise between speed and protection. By sliding over one another, scales
allow fish to remain flexible enough to turn and wriggle through the water. Fish with larger scales,
however, give up some flexibility, and therefore speed, to gain added protection. Larger scales also
great more friction between the fish and the water, and the fish must use more energy to move.
Mucous glands are located throughout the skin cells. These secrete a slippery substance that lubricates
and heals the skin, as well as helping to protect fishes against infestation from parasites. It is this
slipperiness that makes fishes so hard to hold, thus helping many fishes escape from predators and
enabling them to slip through the water with minimal effort.
The presence or absence of a visible lateral line organ aids in fish identification. It is a strip of sensory
tissue on each side of a fish’s body found about midway between the back and belly of the fish, and
runs from the gill covers to the tail. Although barely noticeable on some fish, it is very pronounced on
others. The species descriptions focus on features that can be used for field identification of fish.
Fisheries Project - Leader Resource 2002 - Unit 1
2
Common Commercial Groundfish of the Nova Scotia Coast
Family Pleuronectidae/ Righteye Flounders
These bottom fishes inhabit the continental shore waters, often lying partially concealed in the mud or sand.
They begin life swimming in the normal manner, but then changes take place and they begin to lie and swim
on one side. The eyes of this flounder migrate to the right side of the head and the fish begin to lie on the
left sidewith the right side (or eyed side) uppermost.
American Plaice
Hippoglossoides platessoides
Colour is reddish to grayish-brown on the eyed side; the blind side is white or bluish white. They rarely
grow beyond 61 cm (24 inches) in length, are primarily a cold water species and inhabit depths of 73 - 274
m (242 - 900 feet) They are caught mainly by Danish seign or otter trawls and sometimes seine nets with a
few taken with longlines. Plaice are marketed either fresh or frozen.
Witch Flounder
Glyptocephalus cynoglossus
Color on the eyed side is grayish-brown with the blind side grayish white. The average size is about 63 cm
(24 inches) in length. They live offshore mainly at depths of 45 - 274 m (148 - 900 feet). They are caught
extensively by seine nets and otter trawls and appear in the marketplace in fresh or frozen form.
Winter Flounder (Black back)
Pseudopleuronectes americanus
Colour varies from reddish brown to almost black with various spots or blotches on the eye side, on the
blind side it is white, slightly translucent or bluish near the edges. Winter Flounders can vary the color and
the pattern of the upper surface of their body to blend with the color of the bottom. The body is oblong;
the head moderate; lower jaw projecting slightly; the mouth is small. Eyes are both on the right side.
Flounder are taken in flounder drags and otter trawls, often while fishing for other species.
Fisheries Project - Leader Resource 2002 - Unit 1
3
Halibut
Hippoglossus hippoglossus
Color varies from greenish-brown to very dark brown on the upper surface. The lower side is white or
mottled gray. Halibut can become quite large, occasionally reaching 244 cm (96 inches) long and weighing
182 kg (401 lbs). Longlines and otter trawls are used to catch this species with otter trawls landing larger
quantities but smaller fish. Halibut appear either fresh or frozen in the marketplace.
Yellowtail Flounder
Limada Ferruginea
Color of the eyed side is brownish-olive with numerous irregular rusty-reddish spots. The blind side is
white. Usual size is between 51 and 61 cm (20 - 24 inches) in length. They are caught primarily by otter
trawls with only the larger fish being taken on longlines. These fish are marketed fresh or frozen.
Family Gadidae /Codfishes
A family of medium to large-sized bottom fishes, living in cool seas, except one freshwater holarctic genus,
Lota. Most species are bottom fishes inhabiting inshore waters and continental shelves, some to depths of
1300 m (4265 ft)
Atlantic Cod
Gadus morhua
Colour varies from shades of gray to green or brown to red, depending upon the background. The back
and sides have numerous brownish to reddish spots and the lateral line is pale. Growth is closely related to
age and water temperature but the average length is around 61 cm (24 inches). They are caught by various
trawling methods, handlines, jiggers, seine nets, fish traps and gill nets. They are extremely
versatile for marketing, appearing in salted, smoked, fresh and frozen products.
Fisheries Project - Leader Resource 2002 - Unit 1
4
Cusk
Brosme brosme
Colour varies depending on size and environment. Upper parts are dark reddish or greenish -brown to pale
yellowish, shading into a cream colour on the belly. They rarely grow beyond 91 cm (230 inches). The
majority are caught on longlines but handlines and otter trawls are used. The species is primarily marketed
either fresh, frozen or salted.
Haddock
Melanogammus aegleinus
When fresh from the water the top of the head , back and sides to the lateral lines are dark purplish-gray,
paling below the lateral line to a silver-gray with pinkish reflections. The commercial size is between 38
and 63 cm (15 - 24 inches). They are primarily caught with otter trawls but other gear such as fish traps,
baited hooks and gill nets are used. As well as appearing in fresh and frozen form, smoked haddock is a
gourmet product known as “finnan haddie”.
Pollock
Pollachius virens
Color is brownish-green on top, paling to yellowish, smokey-gray or green on the sides and silver-gray on
the belly. The lateral line is white or gray. The average size is less than 91 cm and 6.8 kg (36 inches and
15 lbs). An important commercial species, they are caught on longlines, handlines, otter trawls and purse
seines. Like cod, they are very versatile appearing as salted, smoked, fresh and frozen products.
Fisheries Project - Leader Resource 2002 - Unit 1
5
White Hake
Urophycis tenuis
Colour varies considerably from grayish to purplish but the back is usually reddish brown with light sides
and dusky white below. The body is sword shaped, round at belly and the head is relatively small. It has a
pointed snout with a projecting upper jaw and a large eye. Specimens grow larger than the red hake with
an average size of 60 -70 cm (24 - 28 inches). In Canada, the White Hake are caught as a by-catch while
fishing for other species. Now recognized as a valuable food fish it is marketed as fresh and frozen fillets.
The flesh is white, flaky and of good flavour.
Silver Hake or Whiting
Merluccius bilinearis
Colour is silvery iridescent when fresh from the water but this soon fades to brownish or dark gray on the
back. The average size is between 30 and 38 cm (12 - 15 inches) There is an extensive foreign fishery that
uses bottom trawling methods. A local fishery with potential markets for whole, fresh or frozen products
has been established.
Family Scorpaenidae/ Scorpionfishes
A large family of bass-like marine fishes occurring in all tropical and temperate seas. Bottom-living fishes,
the majority are found in rocky areas, some species over soft bottom; from inshore to continental slope.
Redfish (Ocean Perch)
Sebastes
Color varies from orange to flame red,
sometimes gray-red or brownred paling towards the belly.
Commercial landings range in
size from 20 to 41 cm (8 - 16 inches). The commercial fishery is carried out almost exclusively by
midwater trawling. In the marketplace, Redfish appear either fresh or frozen.
Fisheries Project - Leader Resource 2002 - Unit 1
6
Common Commercial Pelagic Fish
of the Nova Scotia Coast
Family Salmonidae/ Trouts
This is a small family of freshwater and anadromous fishes known as salmons, trout, whitefishes and char.
They are found in the cold waters of the arctic and north temperate zones of the northern hemisphere.
Also they inhabit the fresh and salt inshore waters of Northern North America, Europe and Asia. Many
trout live in the sea but return to freshwater to spawn (anadromous).
Atlantic Salmon
Salmo Salar
NOTE: There is no commercial salmon fishery due to the decline in the species. Salmon are grown in
aquaculture farms in Nova Scotia and can be purchased at local fish markets and supermarkets. Salmon
can be purchased whole, as steaks, fillets, or smoked.
Family Clupeidae/ Herrings
These medium to small sized pelagic fishes mainly live in salt water but some are anadromous and some
others are found in fresh water. Herrings are found in all the oceans of the world except the Antarctic.
They swim in schools near the surface of coastal waters and feed on plankton.
Alewife, Gaspereau
Alosa pseudoharengus
This is an anadromous species living most of its adult life at sea, entering fresh water only to spawn.
Colour is grayish- green and silvery on the sides and belly. Gaspereau reach an average size between 25
and 30 cm (10 and 12 inches). The commercial fishery uses weirs, box traps and gill nets to catch this
species which closely resembles herring. Gaspereau caught locally may be marketed as fresh, frozen
smoked salted or pickled. They are also used for bait for lobster and snow crab or produced into fish meal
and oil.
Fisheries Project - Leader Resource 2002 - Unit 1
7
Atlantic Herring
Clupea harengus harengus
Colour of the back is bluish or greenish-blue; the sides and belly are silvery. Herring can grow up to 43 cm
(17 inches) in length with a weight of .68 kg (1.5 lbs). Purse seines are used extensively but gill nets, weirs
and fish traps are also employed to catch this species. Herring are marketed in smoked, canned, filleted
and salted form. They are also used for bait.
American Shad
Alosa sapidissima
Colour is dark-bluish on the back; sides and belly are whitish-silver. One to three rows of spots occur on
the sides beginning just behind the upper part of the gill cover. This species range up to 76 cm (30 inches)
in length with a weight of 3.6 to 4 kg (8 to 9 lbs). Shad are caught in weirs, fish traps and gill nets,
appearing in the marketplace mainly as a fresh fish product.
Family Scombridae/ Mackerals
These pelagic marine fishes are found in many oceans of the world preferring the tropical, subtropical and
temperate waters and forming large schools.
Atlantic Mackeral
Scomber scrombrus,
Colour of the upper surface is steely-dark and the body is barred with 20 to 23 wavy bands stopping above
the midline. The lower sides are silvery and the belly is silvery white. They can reach a length of 56 cm
(22 inches) and a weight of 1.8 kg (4 lbs) Mackeral are caught in gill nets, fish traps, purse seines and with
jiggers. Besides being an important food fish appearing in fresh, frozen, canned or salted form, mackeral
are widely used for bait.
Fisheries Project - Leader Resource 2002 - Unit 1
8
Bluefin Tuna
Thunnus thynnus
The bluefin tuna is the largest member of the mackerel like fishes. It moves northward into warm waters
of the Atlantic in summer and southward again in the late fall. Colour is a dark blue above, grayish with
silvery spots below. Although it can grow to 427 cm (14 feet) in length and a weight of 900 kg (1985
lbs), the average size is between 182 and 273 kg (400 and 600 lbs) An excellent sport fish, tuna is the
subject of sport fishing matches. Some tuna are also taken commercially with purse seines. Locally caught
are marketed mostly fresh and frozen and shipped to over seas markets.
Family Osmeridae/ Smelts
Rainbow Smelt
Osmerus mordax
Color is transparent-olive to bottle-green on the back; sides are paler with a broad longitudinal silvery
band. The belly is silvery and the body is flecked with tiny dusky dots. Although very small, the
commercial fishery is based on a smelt in the 13 to 20 cm (5 to 13 inches) size range. They are caught
chiefly through the ice in nets and sport fishermen use handlines. Smelts are marketed fresh or frozen.
Family Xiphiidae/ Swordfishes
Swordfish
Xiphias gladus
A sometimes aggressive fish, the swordfish can move through a great range of depths from surface to over
500 m (1640 feet). Colour dark metallic-purplish above, dusky below; sword almost black above, lighter
below; fins generally dark with a silvery sheen. The swordfish is an oceanic traveller entering Canadian
waters usually about June and leaving in October and November. They were primarily caught by harpoon
until longline system using baited hooks became a preferred method of capture. The swordfish is also a
renowned sport fish. Ninety-five per cent of the swordfish caught in Canada are fished off the coast of
Nova Scotia.
Fisheries Project - Leader Resource 2002 - Unit 1
9
Common Commercial Crustaceans
of the Nova Scotia Coast
Deep Sea Red Crab
Geryon quinquedens
Colour is deep orage or red. They
grow to an average size of between 10
- 11 cm ( 4 - 4.3 inches) across the body shell. They are caught in traps and are mainly frozen, canned,
minced and in salad packs. This fishery has grown in the last number of years since the decline of the
codfish.
Eastern Snow Crab
Chionoecetes opilio
The eastern snow crab is the largest commercially fished crab. Colour is orangey-tan. They grow to an
average size of 13 cm (5 inches) across the body shell. They are caught in traps and marketed much the
same as the deep red crab. They are mostly sold as crab sections, crab legs and joints.
Rock Crab
Cancer irroratus
Background colour is yellowish with numerous purplish or crimson spots and grows to an average size of
10 cm (4 inches) across the body shell. The fishery for this species has grown in the last number of years
and crab is marketed frozen, minced, canned breaded or battered products. Rock crabs are caught
primarily in traps as a by-catch in the lobster fishery or as a directed fishery in depths less than 20 fathoms.
Fisheries Project - Leader Resource 2002 - Unit 1
10
Lobster
Homarus americanus
Colour varies greatly but is usually olive green or reddish and sometimes bluish. Body contains numerous
dark spots. Mature lobsters range in size from 18 - 30 cm (7 - 12 inches) in length and from
.23 - .91 kg (.5 - 2 lbs) in weight. They are one of Nova Scotia’s most important commercial catches.
Deep sea lobsters have an opportunity to grow to a much larger size, because the fishery is not so intense.
Lobsters are caught in traps and marketed fresh, frozen and canned.
Northern Shrimp
Pandalus borealis
Pinky red in color. The average total in length is around 10 cm (4 inches). They are caught in small mesh
nets or trawls and are marketed fresh, frozen, breaded, battered or canned.
Common Edible Mollusks of the Nova Scotia Coast
Bar or Surf Clam
Spisula solidissima
This species has a white shell covered with a thin olive-green skin and are abundant in sand at low tide
levels. One of the largest of the clams, they can reach a length of 18 cm (7 inches ). Commercially they
are harvested by means of a dredge while individuals use a clam spade. This species reaches the market
fresh, frozen, canned in chowders or battered products.
Fisheries Project - Leader Resource 2002 - Unit 1
11
Soft Shell Clam
Mya arenaria
This species has a white shell, sometimes with a pale brown skin around the edge. Common in sandy mud
bottoms they can grow to between 8 - 15 cm long (3 - 6 inches) but are normally fished at a length of 4.5 5 cm ( 1.8 - 2 inches). Again, they may be harvested by using a hydraulic dredge but mainly by fishermen
using a clam hack or fork. As with the previous species soft-shelled clams are marketed either fresh,
frozen, in chowders, canned or battered products.
Native Oyster
Crassostrea virginica
This species has a brownish or grayish-white shell. It is found in moderately shallow water. Growing to a
length of between 8 - 25 cm (3 - 10 inches), they are marketed fresh. Naturally occurring oysters are
harvested by tongs or rakes while cultured oysters are raised on trays. Shell strings or other materials on
which the oyster will attach itself are also used for culture purposes.
Sea Scallops
Placopecten magellanicus
This species is a bi-valve meaning it has two valves or shells. Both are round, almost equal in diameter and
held together by a small, straight hinge and the abductor muscle. The lower valve is white or cream in
colour and the upper is usually reddish. Inside these shells is the “meat” (the adductor muscle), which is
the part of the scallop commonly eaten in North America.
Fisheries Project - Leader Resource 2002 - Unit 1
12
Other Commercial Species Found
Off the Coast of Nova Scotia
Pelagic Fish
Groundfish
Family Anarhichadidae/ Wolffishes
1.
Catfish
Family Gadidae/ Codfish
12.
Hake, White
Family Argentinidae/ Argentines
2.
American Smelt
Family Lophiidae/ Goosefishes
13.
Monkfish
Family Atherinidae/ Silversides
3.
Atlantic Silversides
Family Pleuronectidae/ Righteye Flounders
14.
Turbot, Greenland Halibut
Family Clupeidae/ Herrings
4.
Sardine
Crustaceans
15.
Crab (Jonah, all)
16.
Shrimp (all)
Family Cyclpteridae/ Lumpfishes
5.
Lumpfish
Family Lamnidae/ Mackeral Sharks
6.
Mackeral Shark
Family Osmeridae/ Smelts
7.
Capelin
Family Rajidae/ Skates
8.
Thorny Skate
Family Salmonidae/ Trouts
9.
Salmon (Pink, Steelhead)
Family Scombridae/ Mackerals
10.
Tuna (Albacore, Bigeye, Yellowfin)
Family Squalidae/ Dogfish Sharks
11.
Spiny Dogfish
Fisheries Project - Leader Resource 2002 - Unit 1
Molluscs
17.
Clam ( Cherry, Hardshell, Ocean
Quahog, Propeller, Soft Shelled,
Stimpson Surf)
18.
Bay Quahog
19.
Oyster (Belon and European)
20.
Sea Scallop
Developing Species
21.
Squid
22.
Toad Crab
23.
Sea Cucumber
24.
Sea Urchin
25.
Periwinkle
26.
Whelk
Sea Plant
27.
Irish Moss
28.
Dulse
29.
Kelp
30.
Rockweed
31.
Irish Moss
13
Employment in the Nova Scotia Fishery
All commercial fishermen register annually with the federal department of Fisheries and Oceans. This
registration renews the licence and vessel required for all persons earning their livlihood, or a portion
of it, by catching or harvesting marine species. It should not be confused with licenses which are
required by vessel owners and or persons for the purpose of fishing various commercial species. All
species are fished in fishing areas that open at similar or different times of the year.
Many fishermen do not fish year round due to the weather and the seasonal availability of most
species. All have a different range of quotas. The inshore, midshore and offshore areas are divided
into management units for each species. For example, in ground fish, 4X is a fishing area off S.W.
Nova Scotia, whereas 4T is in the Gulf of St. Lawrence. These areas can be further subdivided for
management purposes. Each unit may have a quota for any of the species that inhabit the zone and can
be harvested on a sustainable basis season to season. Fisheries and Oceans Canada determines quotas
in each area based on scientific surveys at sea and catch effort from fishermen. The only species in
Nova Scotia with no quota is lobster. The minimum size for lobster is different in each area across the
province. In most crab species only the males are fished.
In various fishing districts there are buying stations where the fish are boxed, iced and transported to
processing plants while in other areas fishermen process their own catch. For example, the gaspereau
runs in some of the major rivers are harvested and salted by fishermen. Processing plants are situated
in various locations across Nova Scotia. Some operate year round others are seasonal. Filleting,
skinning, packaging and freezing groundfish species are labour intensive and employ many people
when the fishing season is at its peak.
The most common species processed at Nova Scotia plants are lobster, Snow Crab, ground fish and
herring roe. Other plants process low volume species such as Rock Crab, mackeral, Sea Urchins,
Northern Shark and other types of crab for specialty markets. Some of the plants that have
traditionally relied on ground fish have switched to processing Snow Crab. Others have dealt with the
decline of the ground fish and an unpredictable supply by purchasing fish caught by large trawlers off
Norway, Russia and Alaska. This foreign fish is headed, gutted and frozen on the trawlers to be later
purchased and processed by fish plants in Nova Scotia. Operating a processing plant depends on the
shore price and feasibility for processing. Now with the pre-work done on the trawlers, the processing
plants can plan ahead to maximize employment and resources. This system has made most of the work
seasonal for the employees.
Nova Scotia is ideally situated not only to harvest the fisheries resources of the Northwest Atlantic,
but also to export fresh, salted and frozen fish products. Truck and ferry travel provide access to the
United States and the rest of Canada. The province is situated on the major trade route between North
America and Europe. Halifax’s large container port and international airport handle fish products
efficiently.
Fisheries Project - Leader Resource 2002 - Unit 1
1
Tools of the Trade
Making Rope
Rope is widely used in the fishing industry for mooring lines, rigging and trawl and trapline nets.
Different types of ropes have different qualities that lend themselves to particular jobs.
Rotating and Non-Rotating Rope
Because all the strands are wound in the same direction, rotating ropes tend to turn when a load is
applied. This turning gives them their name. Because of their construction, three or four strand, right
or left lay ropes are rotating ropes (A). Non-rotating ropes have an equal number of left-lay or rightlay strands. The most common type of non-rotating rope is the braided rope (B).
Types of Rope Materials
Manila was the most commonly used natural fiber rope in the fishing industry. It is heavier than
synthetic
rope because manila soaks up water. It ages rapidly and is weaker than synthetic rope, pound for
pound. Today, manila rope has mostly been replaced by synthetic rope.
Polyester is an excellent substitute for manila. Polyester (such as Dacron) is second to nylon in
elasticity (ability to return to normal length after stretching) and stretches less than nylon under heavy
loads. It is the most abrasion resistant of the commonly used ropes.
Nylon has great ability to return to normal length after stretching and is good when an initial shock is
given to the rope. It stretches a great deal, however, and this can be a drawback.
Polypropylene is the lightest of synthetic rope. It is strong and long lasting in
use and storage and is the most common rope used today.
Blends of nylon, polyester and polypropylene are being used to take advantage of
desirable characteristics and as cheaper substitutes for polyester. Two synthetic
ropes are used for special jobs. Nolaro stretches very little and Mylar has electrical
conductors. Blends are being used more and more in rigging and trawl nets.
Fisheries Project - Leader Resource 2002 - Unit 1
2
Three Strand Construction
A rotating rope can be made with materials that are easy to get. It is made by twisting strands around
one another in the same direction. In this activity, you will make a three strand rope and learn about
two major problems this type of rope has - Hockling and Kinking.
Hockling is when strands running through the inside of a rope pop through the outer strands after the
rope has stretched from a heavy load. This happens because the strands are laid individually and
stretch to different degrees.
Kinking occurs when the rope is turned too many times with its lay, causing the rope too many times
with its lay causing the rope to “unlay” if it rotates back to its original position. Braided rope was
developed to prevent these problems, but it is sometimes hard to grasp because of it smoothness.
Making Your Own Rope Machine
To make your own rope machine, you will need:
1.
Three (3) boards of 2 - 2.5cm (3/4 - 1 inch) pine. Two approximately 13 cm (5 inches) wide
and one suitable to be used as handle (at least 5 cm (2 inches) wide)
2.
Drill with 3/16 inch drill bit
3.
Several 3 cm (1 1/4 inches) to 4 cm (1 ½ inches) screws
4.
Fork stick (approximately 15 cm(6 inches) long with 8 cm (3 inches) forks)
5.
.3 cm (1/8 inch) wire (coathanger wire works well)
6.
C clamp
7.
Binder twine (approximately seven times the length of rope you desire)
8.
Awl or 8 cm (3 inches) board with single screw hook
Procedure
Using screw, attach the two - 13 cm (5 inch) boards at right angles and drill three - 3/ 16 inch holes
about 1 inch apart, the middle hole slightly higher than the other two. Drill similar holes in
the wood to be used as a handle. Make hooks out of .3 cm (1/8 inch) wire, and insert
hooks in holes of angled board and handle. Hooks should move smoothly in the holes.
Use the “C” clamp to fasten the angled board to the flat surface. Now you are
ready to make the rope. Measure a length of twine approximately seven times the
length of rope desired. Fasten one end of twine to the awl or screw hook. Run
twine to hook on angled board and return to awl. Repeat procedure to second
hook and back to awl. Return to third hook and back to awl.
Turn handle in one direction only until you can feel good tension in strands as they
turn on themselves. Overwinding will cause kinking. Underwinding will make
loose rope that will unlay. Use the forked stick to keep strands separated.
Because this technique causes strands to be used equally, it prevents hockling.
When tension is great enough that the twine wraps itself, remove and awl. The
twine strands should twist quickly into a single strand. Remove rope from machine and tie both
ends using overhand knot. Now you have a three-strand rotating rope.
A three-strand rope is adequate for most uses. Where there is a free end such as an anchor, a float
mooring, or a trap mooring, a non-rotating rope might be used to better advantage.
Fisheries Project - Leader Resource 2002 - Unit 1
3
Making Knots
There are thousands of basic knots in existence. The knot must be easy
to tie and untie and must hold securely until it is untied or the rope breaks
in order to be useful to fishermen.
The knot used in net-making is the Lock-Knot Sheet Bend. Nets can be
made by hand or mended using a plastic or wooden braiding needle of
‘fiddle” as shown to the right.
The rope has four parts:
1.
The end - the short part of the rope used in tying the knot;
2.
The standing part - the long part of the rope which remains inactive in rope tying;
3.
The loop - formed by placing the end of the rope alongside the standing part;
4.
The bight - formed from a loop by placing the end over or under the standing part of the rope.
The five essential knots are:
Square knot
This knot is used to fasten two ropes of equal diameter together or to tie first-aid bandages. The
square knot is also referred to as the reef knot.
Sheet Bend
This knot is used to join two ropes of unequal diameter. This is made the same as a reef knot but one
end of the smaller rope is crossed over the other end of the smaller rope and then brought up over the
thicker rope at “A”.
Fisheries Project - Leader Resource 2002 - Unit 1
4
Half Hitch
This knot is used to fasten a rope firmly to a
pole, tree, post or mooring. Half hitches are
commonly used in pairs.
Clove Hitch
This knot is used in the same situations as the half hitch. All lashings begin with a clove hitch.
Rowline
Sailors often use a bowline for rescue work because it forms a fixed loop which will not slip under
tension. This is made in two steps - first, a smaller loop is made as illustrated, then “A” is brought
under “B” at “C”, brought on top of “B” at “D” and again under at “E”.
Lashing is extremely useful . Lashing takes the place of nails. Cord or binder twine can be used for
lashings. There are two basic types of lashing:
1.
Square lashing - used to join two poles at right angles to each other. Begin by making a clove
hitch on one of the poles. Take at least four turns around both poles and tighten the lashing by
taking several hard turns between the poles and over the previous windings. Tie the loose end.
2.
Diagonal Lashing - used to hold two poles together in a diagonal position. Begin by making a
clove hitch to both poles. Take at east four turns around the poles in both directions. Frap the
end of the rope.
Fisheries Project - Leader Resource 2002 - Unit 1
5
Activity Ideas
1.
Learn about the day in a life of a fisher by accompanying him/her as he/she prepares the gear or
fishes for lobster or crab.
2.
Learn to read a map using a compass.
3.
Visit a marine museum such as the the Maritime Museum of the Atlantic
in Halifax to learn more about the history of Nova Scotia fishing vessels
and the fishing industry. The museum is located 1675 Lower Water
St., Halifax, N.S. You can find out about other fishing museums
by calling the Maritime Museum of the Atlantic at (902) 424-7490.
4.
Do a Beach Sweep with your club to clean up a section of the coastline. (Be sure to use safety
equipment!) For more information on this program contact the Clean Nova Scotia Foundation,
1675 Bedford Row, P.O. Box 2528 Central, Halifax , Nova Scotia, B3J 3N5 - (902) 4203474. They can provide you with garbage bags, data sheets and other necessary information
such as the beaches having Piping Plover nests (and should not be cleaned). Materials are
available all year-round including an educational guide.
5.
Have a lobster boil and sample some Nova Scotia seafood.
6.
Invite a local commercial fisherman to come and talk to the group about their job and how
things have changed in that industry over the years.
7.
Have a "bring and share" activity of fishing equipment of
yesteryear with today's way of life. Discuss use of these items
in the lives of earlier generations. The group may wish to show
display or compare some of these customs to guests.
8.
Plan a group supper meeting at a local restaurant that
specializes in seafood foods.
9.
Visit a historical site in the area -- such as a lighthouse, wharf, museum, etc. Contact the
individual in charge to ask for a guided tour of facilities.
10.
Old/New Fishing Customs - There are many different ways the group can focus on this type of
activity.
11.
Practice making knots.
Fisheries Project - Leader Resource 2002 - Unit 1
6
Project Ideas
1.
Make a collection of knots used for marine purposes and mount on a display board 28 x 36 cm
(11' x 14' inches) and label the knots.
2.
Make a round or rectangular lobster pot (trap) and display at
Achievement Day.
3.
Make some three strand rope and display it at Achievement Day.
4.
Build a model boat and display it at Achievement Day.
5.
Write a report about your day with a local fisherman telling about the gear and type of boat
used and what type of species is fished.
6.
Visit a fish processing plant close to you and discover the types of fish processed there, where
it is sent after processing, how many people are employed, etc. and write a report for
Achievement Day.
7.
Map the coastal habitat of a section of shoreline in your area showing what type of marine
plants, bottom type (mud, gravel, sand, etc.) and all fish and shellfish species. Include the
common name of the things you find. Contact the local Fisheries Representative for more
information on this activity.
8.
Make a saltwater aquarium
9.
Make a gift basket using Nova Scotia commercial seafood products and display at
Achievement Day include recipes that you can use.
10.
Make a section of fish net using the knots you learned in this project.
11.
Prepare a collection of traditional seafood recipes from the area to place in a cookbook, display
at achievement day and perhaps sell as a club or county fund raiser.
Fisheries Project - Leader Resource 2002 - Unit 1
7
Unit 2: Inland and Recreational Fishing
Get Hooked on Fishing
Fishing is an activity we all can enjoy that besides being fun has both
environmental and social benefits. It can also become a lifelong passion,
just ask a local angler, sport fisherman or fly tier! Sport fishing can link
people and our aquatic resources in a practical and fundamental way, a
way that can generate caring, responsibility and action to protect,
rehabilitate or enhance those resources. It can also generate memories that
can last a lifetime. Research shows that the sooner you can “hook”
someone on fishing, the longer, on average, they will fish.
So, this unit will deal with teaching a child how to fish for recreation. As 4-H leaders you can teach 4-H
members to learn about this aspect of sport fishing in Nova Scotia so they in turn:
z
z
z
Can be more aware of and appreciate Nova Scotia’s precious and diverse aquatic resources,
Feel a sense of responsibility and stewardship toward those resources,
Learn about provincial fish species and to learn how to catch and selectively release fish in a safe,
ethical and responsible manner.
Recreational Fishing in Nova Scotia
Nova Scotia has a land area of 53,000 square kilometers, which includes some 6,700 lakes, 100 rivers,
innumerable brooks and close to 8,000 km (5,000 miles) of coastline. Thirty-eight species inhabit the
province’s fresh waters and some 300 saltwater species are found in Nova Scotia’s estuarial coastal waters.
The main species fished by anglers are trout (three species), Atlantic Salmon and Smallmouth Bass. Other
species of interest include smelt, Striped Bass, Landlocked Salmon, White and Yellow Pperch, bullhead,
eel, Chain Pickerel, Tommy Cod, mackerel, pollock, flounder and tuna. Overall, Brook Trout is the most
highly preferred and sought after sport fish in Nova Scotia.
Two types of recreational fishing licences are issued by the Nova Scotia
Department of Agriculture and Fisheries: a general licence and a salmon
license. All anglers must purchase a salmon licence to fish salmon. To fish
species other than salmon in the province’s fresh waters, a general fishing
licence is required by all anglers except those under the age of 16. A
licence is not required to fish most saltwater species.
Fish Hatcheries Have a Role to Play
There are two hatcheries in province that are operated by the Nova Scotia Department of Agriculture and
Fisheries - the McGowan Lake and Fraser’s Mills Fish Hatcheries. These hatcheries main goal is to
restock lakes, brooks and streams with fish.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
1
The Fraser’s Mills Hatchery sits on the banks of the South River in
Antigonish County. Built in 1928, it was renovated in 1989 when new
rearing units and a hatchery building were built. You can visit the
hatchery year round from 9 a.m. to 4 p.m. daily. To reach the site, follow
the Trans Canada Highway, Route 104, 7 km east of Antigonish and then
follow Highway #316 toward Goshen for 15 km (9 miles) to its junction
with Pinevale Road.
The hatchery raises Brook or Speckled Trout, Rainbow Trout, Brown
Trout and landlocked Atlantic Salmon. Brook Trout make up the
majority of fish on site due to it’s popularity as a sport fish in Nova
Scotia. The hatchery produces about 500,000 trout each year.
Fish from the hatchery are used to support the provincial Nova Scotia Department of Agriculture and
Fisheries enhancement programs. Selected lakes and streams throughout Nova Scotia are stocked for
recreational fishing, creating new angling opportunities and helping to reduce the pressure on our valuable
wild stocks. Some hatchery fish are also used to supply aquaculture operators and private pond owners.
Several classes of brood, or adult fish are maintained on site. The eggs from these fish are used to supply
the hatchery and are also shipped to other government hatcheries and aquaculture operations. Annually,
the hatchery spawn about 5,000,000 eggs from their various species of fish.
The McGowan Lake Hatchery was opened in the fall of 1987 and is situated in Caledonia, Queens
County. It's construction has helped to ensure the future of trout fishing in western Nova Scotia, a region
with many acid- stressed lakes and streams.
All of the fish raised in the McGowan Lake Hatchery are Speckled (Brook) Trout. Fish are reared from
eggs taken at Fraser's Mills Hatchery and released as fall fingerlings or yearlings. Trout are hatched in
troughs located in the hatchery building. The fry are kept in the troughs until May when they have grown
to about two or three centimeters long. The fish are then moved to the outdoor raceway. About one
million fish are raised yearly at this site.
The raceway (rearing unit) measures about 30 m (100 feet) long, 1.2 m (4 feet) deep and 2.4 m (8 feet)
wide. Raceways provide the fish with conditions much like those found in a natural running stream. A
constant flow of fresh water is piped into the raceways to maintain the high level of oxygen required by
trout. Each raceway contains about 50,000 fish, which swim against the in-coming water just as they
would in a stream or river current.
The water supply for the hatchery comes from nearby McGowan Lake which has a highly acidic pH level
(< 5.0) for much of the year. In order to prevent the high mortality rate of
young trout that would be caused by these acidic waters, a unique intake
control building was designed and constructed to treat the 22,000 litres (4840
gallons) per minute of water used in hatchery operations. Two intake pipes
take water from the surface as well as bottom of the lake. A portion of this
water is piped to the hatchery building where it can be mixed to regulate
temperatures and acidity for each rearing trough. The water destined for the
outside raceways enters a mixing chamber where temperature and oxygen
levels are regulated. From here it flows through a liming bed which buffers the
naturally acidic water.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
2
The trout remain in the raceways for a year and a half until they have grown to about 22 cm (9 inches)
long. During this time they are fed a specially blended commercial trout food four to six times a day.
Optimal growing conditions are carefully maintained by technicians who clean the raceways daily,
Another unique feature of the hatchery is the oxygen generation and injection system. This system was
installed in order to increase the amount of oxygen in the hatchery water supply. The additional oxygen
maintains ideal growing conditions and has tripled the production (in weight) of fish. Three separate system
are in use to deliver the oxygen to the hatchery water, two Low Head Oxygenators, A Pressurized Packed
Column and a Down Flow Bubble Contact Oxygenator.
The Life Stages of A Trout
Eggs - The eggs are collected in Early November. Incubation occurs over the
winter and the eggs hatch in mid-March. Under ideal conditions, 85 percent of
the eggs will hatch successfully, producing fry.
Fry - The fry nourish themselves on the yolk sac for four to six weeks, when they
become swim-up fry. These fry are kept in troughs and fed minute particles of
food. Once they become 4 cm long (1.5 inches), they are moved outdoors to
grow in troughs over the summer.
Fingerlings - In the next stage, trout are called fingerlings. The fingerlings
are reared in long raceways or circular tanks until they reach 15 cm (5.9
inches), which usually occurs by October.
Fall Fingerlings - The trout are now ready to be stocked in selected lakes and
rivers throughout the province.
Yearlings - Some trout are kept over the winter for the spring stocking program.
Referred to as yearlings, they are about 20 cm (7.8 inches) long and are supplied
to the heavily fished lakes of the province.
Adults - A selection of trout are kept at the hatchery for two years and are used to supply eggs for the
hatchery program. A female adult produces an average of 2,000 eggs per kilogram of body weight.
Sport Fishing Weekend
Each year, on the first weekend of June, all Nova Scotians are encouraged to try fishing as a way to enjoy
Nova Scotia’s great outdoors. During two days, residents may fish without a general licence. However, if
you fish for Atlantic Salmon, you will need a salmon fishing licence. Please keep in mind that bag limits
and all other sport fishing regulations will still apply. Be sure to check in the Angling - Nova Scotia
Summary of Regulations for specific contests taking place during this weekend. Why not participate as a 4H club and have fun!
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
3
Boating and Fishing Fun
As a leader, you want to make sure your fishing trip is not only fun but safe.
While some fishing expeditions will be conducted from land others may
require a boat.
If you are taking children fishing in a boat make sure they wear their PFD
(Personal Flotation Device). Having the PFD in the boat and not on the
occupants is a dangerous practice. Explain to the 4-H members that it’s
important to have one that fits them and Grampa’s old faded one that is too big is not enough to keep them
safe on the water.
As a leader you set an example for the 4-H members and should wear your PDF all the time you’re in the
boat or fishing from shore if the you are a weak swimmer or are fishing with young children.
If you decide to take the 4-H members fishing in a boat be sure you have a boating safety course. A boat is
not a toy and allowing an untrained 4-H member to operate a motor boat is not a wise thing to do.
Members can get a competency card (a license to operate a boat). Once they have their card they can
operate smaller boats by themselves. For some larger boats they will need supervision by an adult. It’s
really easy to take a boating safety course and get a competency card. 4-H members can even do it online. Check out the website: www.ccg-gcc.gc.ca or call the Boating Safety Infoline at 1-800-267-6687 for
all the details.
How Much Does It Cost To Outfit Me For Fishing?
Fishing is one of the most affordable recreational activities for young people. A good quality spin-cast rod,
reel and line is often less than $40. Spinning outfits of similar quality are only a bit higher at under $50.
Other necessities include a tackle box, landing net and small selection of terminal tackle: hooks, sinkers,
snap swivels and one or two surface, shallow or bottom lures. Your tackle retailer will gladly help you
match your budget to fishing opportunities in your area.
Where Will I Find Fish?
Stocked ponds that lend themselves particularly to family outings and the short attention spans of
youngsters, can be found all over Nova Scotia. (Seasons do not apply for fishing in a legally constructed
private pond or licensed U-fish operation; however a receipt from the pond operator is required while
transporting the catch.) Check listings in the Nova Scotia Travel Guide, or check with any local Nova
Scotia tourist information facility.
Fishing can be done in any of the lakes, streams or brooks in the province. Many freshwater fish
species spend much of their time close to shore and they like to be close to anything
that lets them hide. Look for what anglers call structure close to shore. This could be
stumps, logs, rocks, dock pilings or even weeds. Try getting your bait close to
anything that provides shade, like docks or stationary boats.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
4
Fish Habitat - A Closer Look
Food, water, cover and space are the four basic habitat needs of all living organisms - from sport fish to
songbirds to humans. Brook Trout spend their day trying to meet all their need - feeding, drawing oxygen
from water, hiding from predators and finding enough space to move around in small, loose groups. If all
these needs are regularly met, then the Brook Trout has found a welcomed habitat - a safe and thriving
home.
Food. Sometimes, a single area doesn’t fill all of an organism’s needs: food in a lake, pond or stream
might be limited; too many fish that prey (feed) on smaller fish may be present and limit their food
supply; large numbers of Chain Pickerel might eat all of the Brook Trout in a pond
leaving none to reproduce and thus eliminating one of their food supplies. People,
also, may face food shortages. Sometimes these food shortages affect large
human populations; sometimes they affect individual families.
Water. Water, as you might have guessed, is critical to a fish’s survival. Quantity alone won’t ensure a
thriving fish population. The quality of water often decides which species, if any, can live in a given lake,
pond or stream. Water quality also affects where people can swim.
Cover. Aquatic plants, rocks, fallen trees, and other items form cover. Each type of fish uses
cover for different reasons. Small fish stay in cover to avoid being eaten, while larger fish may
use cover as camouflage to ambush unsuspecting prey. Both may use it for spawning.
Humans also need cover to protect them from the rain and snow.
Space. Space is the final critical need of any animal or plant. The amount of space available directly
affects the number of plants and animals in that area. Some fish like minnows need very little space and
will swim in schools. Many animals have individual space needs. Humans also don’t do their best in places
where their personal needs for space are not met.
Only a limited number and size of fish can be supported in a lake or pond by these habitat components this is the water body’s carrying capacity. Carrying capacity is the total size and number of an organism
that an area can support without damaging the individual organism or the area. When fishing, we should
keep this in mind and not expect to catch what the system can’t produce.
Food Webs
Food is one of the most limiting habitat components. Organisms need fuel to carry out their activities. To
get this fuel, organisms transfer energy by feeding on each other. The energy flow can be represented by a
food web. So how is a food web spun in a pond lake or stream?
From the arctic to the tropics, the sun and the nutrients are the source of energy for food webs. The sun
and nutrients help plankton (microscopic plants and animals called food producers) grow. The plankton
are eaten by minnows and insects (food consumers). The minnow is swallowed whole
by a trout (food consumer), which is then caught and eaten by a person (food
consumer). The trout is dinner for a human family (food consumer). Finally, organisms
such as bacteria (food decomposers) break down dead or waste materials into nutrients. These nutrients
then provide future fuel for producers. Now we’ve got a web.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
5
Water, Water, Everywhere
Water is an essential part of habitat for all living organisms. All fish, water plants and organisms all depend
on water. But will all water sustain life? Or does water need to have a certain level of quality to be used
by certain fish?
We impact the quality of water when we add things that don’t belong there.
Point-source pollution enters water from a single source, such as an outflow pipe
or an oil spill. Non-point source pollution emerges from numerous sources; it
can’t be pinpointed to one origin. Chemicals or plant and other organic runoff
from feedlots, lawns, urban areas, etc., are all sources of non-point pollution.
These pollutants alter water, sometimes making it undrinkable or unusable, or even
killing fish. This altered water must then be cleaned and filtered to make it fit to
use again.
Water quality can also be altered by nature. Erosion (the wearing away and moving of dirt from a
surrounding area) can be caused by rain, ice, wind or water running overland (called surface runoff). This
moving dirt and soil is often deposited in a stream or lake. Too much soil in the water can reduce the
clarity (clearness) and increase sedimentation (the buildup of dirt and soil in a body of water). Erosion is a
non-point source of pollution, that can be accelerated by human activity being done in the surrounding area
(watershed).
Water quality affects where fish live, how they behave and whether they survive. If water clarity decreases,
a fish (who feeds by sight) may have trouble finding prey (because it is harder to see). If oxygen levels in a
lake drop due to too many nutrients, some fish will die. Also, fish living in polluted waters can contain
mercury, PCB’s and other contaminants (pollutants) that are harmful to people if eaten in the wrong
amounts. It is essential that anglers understand how these contaminants accumulate within aquatic food
webs, how they can ensure that the fish they eat is safe, and how they can work to reduce the contaminant
levels in the fish that they catch.
We need to maintain and restore high water quality to our lakes, streams and ponds. Being good stewards
of our environment means taking care of our waters... and our very future!
Sensitive Habitats - Lakes, Rivers, Streams, Estuaries and Salt Marshes
What are Habitats?
A habitat is the natural home of a plant or animal. Changes to this home will affect the organisms that live
there - sometimes in harmful ways.
Sensitive Habitats - Lakes
Lakes are formed when water from springs, streams or rivers accumulates in low areas or behind natural
barriers. In turn, they are usually the source of other streams and rivers. Lakes operate like large mixing
bowls, into which rivers and streams deposit nutrients and sediments. Water entering a lake may remain
there for hours or years, depending on the size of the lake.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
6
The shape and depth of the lake and it’s water currents determine
the number and types of habitats it supports. Most lakes have deep
and shallow areas, regions of fast currents (near inlets and outlets)
and quiet areas. Each environment supports its own forms of life.
What Animals and Plants Live in Lakes?
Lake plants and animals are adapted to stable conditions or those that change slowly through the day or
year. Attached plants (macrophytes) found in lakes tend to have large leaves and delicate features,
characteristics of an environment where the water current is slow. Lake fish and invertebrates tend to be
bigger and less streamlined than those found in rivers and streams. Lakes also support microscopic algae
and produce oxygen in the water.
How are Lake Habitats Disrupted?
Several activities can disrupt lake habitats by reducing oxygen in the water. Erosion of the lake shore will
deposit mud, sand or rubble on the lake bottom. Silt, in the form of
muddy runoff, clouds the water and limits the amount of sunlight
reaching the plants and algae. Without sufficient sunlight,
photosynthesis is reduced, resulting in impaired growth.
Decomposition of plants and algae consumes oxygen. If more
oxygen is consumed than is produced, organisms, including fish, may
not survive. Sensitive species such as trout may die off completely if
oxygen is depleted for even a short period of time. Low levels can be critical
in summer or winter, when little oxygen enters the water through the ice and
plants that are still growing are not producing oxygen.
Land Development
Land development can increase siltation, cause chemical runoff or leach
freshly exposed soils. Land clearing can remove the protective surface
cover of plants and increase the flow of water and eroded materials into
the lake. Surface and groundwater may also be more exposed to the sun
and become warmer, disrupting productivity in small lakes. Homes,
cottages and commercial buildings can disrupt the ecological balance of a
lake through the release of sewage from septic fields or through runoff
from fertilized lawns or gardens. Wave deflecting structures, such as
rock piers or cribs, can change wave and current patterns. When poorly
placed, they may divert wave or current energy to other parts of the lake
and erode the shoreline.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
7
Agricultural Activity
If not properly managed, agricultural activity can release high levels of fertilizers and pesticides into a lake.
Runoff from manure piles and silage pits may also make its way into a lake. Herbicides commonly used in
farming operations can suppress production and growth of many aquatic plants and organisms. High levels
of nitrogen and phosphorus, found in fertilizers, can cause massive blooms of plankton and aquatic plants.
As these organisms die and decompose, they use oxygen in the water, reducing the oxygen available for
fish and plants.
Industrial Activity
Industrial activity upstream from or on a lake may discharge toxic chemicals
that can harm or kill plants and animals outright. Certain chemicals like
heavy metals and organic compounds such as PCB’s, may concentrate in
plant and animal tissues (bio-accumulation). High levels of some of these
compounds could be hazardous to humans.
Introduction of Non-Native Species to a Lake
Introducing non-native (non-indigenous) fish or plants can seriously reduce populations of native species.
If a newly introduced species is not controlled naturally through predation and competition, its increasing
population may reduce the number of fish native to the lake. Experience shows that mixing species from
different areas can also spread disease. Canal construction or the diversion of water can cause non-native
species to enter a watershed.
How Long will Disruptive Effects Last?
Lake water moves slowly, which means that material deposited there will remain for a long time. For
example, mud washed into a lake after a heavy rainstorm may discolour the water for several days or
weeks, while river water soon returns to its usual colour because of the faster current.
If the plants and animals in a lake are destroyed, it may take years, or even decades, to re-establish the
conditions that previously supported life there. Lake fish,
invertebrates and plants must be replaced by species from other
lakes or ponds. Although river fish and plants may survive in
lakes, they will not thrive in this environment.
The effects of disruptions in a lake may be passed on to
receiving waters, such as rivers and streams. Because of their
high energy environment, affected rivers or streams will
replace oxygen fairly rapidly. If plants and animals are killed,
new species may migrate from adjacent streams once the
problems have passed.
The long period of time water remains in lakes can help resource managers and biologists remedy problems
occurring downstream. This approach is usually considered for headwater lakes and could be used to treat
highly acidic conditions in fish habitats, for example.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
8
How Can Disruptions Be Prevented?
In most cases, disruptions can be minimized by taking certain precautions. Before undertaking an activity
that may have a disruptive effect on a lake or other watercourse, consult the appropriate regulatory
authorities.
Activities that may alter water levels or quality, or introduce new species (by linking adjacent watersheds)
are subject to substantial governmental review. Federal, provincial and municipal or county governments
share responsibility for freshwater habitats and water use and other activities outlined above.
Sensitive Habitats - Rivers
A river can be defined as a flowing body of water supplied
primarily from lakes, ponds or streams and emptying into a
large river, a lake or the sea. Rivers are important habitats for
large numbers of aquatic organisms, including many common
fish, which use the rivers to migrate to and from their
spawning and nursery areas.
Rivers affect the land beyond their banks. These areas, known
as flood plains, have special plant communities. Since rivers
tend to be more exposed to direct sunlight, they are warmer
than their feeder streams, and consequently, support a greater quantity and variety of animal and plant life.
How are River Habitats Disrupted?
Throughout the year, the volume and level of water passing through
a river changes substantially. This variation is most noticeable at the
peak of spring floods and during the late summer when water levels
are low.
During periods of high runoff (spring freshets), the water current quickens,
sweeping, debris, such as logs and rocks down river. The debris scours the
river banks and bed especially where the river bends. The result can be the
loss of aquatic plants and protective riverside vegetation, such as trees and
shrubs, which helps reduce bank erosion.
When the water level is high, many insects and fish normally found in the main channel move into protected
areas such as quiet backwater holes, crevices or lakes. As the level drops, fish may become trapped in
shallow pools and side channels where they are more exposed to predation from birds and fish -eating
mammals and face stronger competition for the limited food supply.
The condition of the river will reflect the presence of materials introduced upstream. These may include
fertilizer or toxic chemical runoffs, sewage, or silt from eroding river banks. It will also reflect the
presence of dams or other obstructions.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
9
Toxic Chemicals
Toxic chemicals can destroy individual or complete groups of fish, insects
and plants. Persistent chemicals can build up in fish and plant tissues
(bioaccumulation) and can result in the contamination of all portions of the
food chain. Herbicides, used to control vegetation, can leach out of the soil
and enter the river, where they may have a toxic effect on plants and animals.
Irrigation
Irrigation will increase the amount of material that is flushed into the river. This may result in
bioaccumulation of pesticides or increased salinity, which may render the water unsuitable for many fresh
water species. Fertilizer runoff may cause excessive plant and plankton (algal blooms) growth in the river
and in downstream lakes.
Silt
Excessive amounts of silt or mud in the water can destroy river habitat by smothering invertebrates and fish
eggs. Suspended silt will block the amount of sunlight entering the water and result in a reduction of plant
and plankton (algae) growth.
Dams
Permanent changes in water levels, such as those that would occur with the installation of a dam, will have
very dramatic effects on river habitats. As conditions are altered from a fast flowing state (riverine) to a
slower lake-like one, the aquatic plant and animal communities will also change.
A reduction of flowing water will decrease food and oxygen in the river, causing
the original animals and plants to be replaced gradually with lake species. Without
a source of suitable replacements, the result can be a large, natural looking body of
water with relatively little aquatic life.
Physical or chemical barriers, such as beaver dams or toxic spills, that block a river
can hinder the migration of fish. If fish cannot reach their spawning grounds or
feeding areas, their populations may be seriously reduced. An impassable barrier
on a river can have a profound effect throughout the entire watershed, both above
and below the obstruction.
How Severe are the Disruptive Effects on Rivers and How Long Will They Last?
Single events, such as the release of a concentrated amount (slug) of silt or a toxic chemical will displace
or destroy sensitive species. However, these species will return, or be replaced by fish from unaffected
areas within the watershed, after the slug has passed.
Long-term events, such as a continuous discharge of a toxic chemical will affect the river as long as the
discharge continues. Persistent chemicals, such as DDT, or heavy metals, such as lead or cadmium can
accumulate throughout the food chain.
Once the discharge is stopped, the material will work its way downstream or be covered by newly
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
10
deposited sediments. The long-term discharge of nutrients , in the form of leached fertilizers or sewage,
will enrich the river environment. The effects of these nutrients, such as algal blooms, are most noticeable
during the summer when biological activity is at its highest. They will continue to affect the river even
after the discharge has stopped. However, as nutrients and the breakdown products of the enriched
growth move down river, plant and algae production will slow down and bacterial levels, from
decomposing materials, will decrease. The river system will gradually return to its pre-enrichment state.
The development of urban or rural areas within the watershed can also have long-term effects on river
habitats. Even with the use of control measures, such as sewage and
toxic waste treatment and disposal, the effects of development may be
felt. The river may be altered by the regular runoff of salt and oils from
the highways and roads, and leaching of fertilizers from lawn and
pastures. Usually the river will be able to minimize the adverse effects of
runoff materials if their concentrations remain relatively low. However,
even low levels of discharge over a long period of time can cause
changes in plant and animal communities.
Land clearing operations can increase debris in a river causing scouring, erosion and debris dams. Land
clearance and development decreases the capacity of the land to retain water, intensifying the effects of
flooding and droughts. The breakdown of cleared vegetation and leaching of soil-bound chemicals may
enrich the water and cause algal blooms.
The disruptive effects of a permanent barrier, such as a dam, will last longer than the lifetime of the
structure itself. If fish are prevented from passing upstream and downstream, certain migrating populations
may be permanently lost.
How Do We Prevent Disruptions to Rivers?
Many of the effects caused by the construction of dams are difficult to remedy. Fish ladders, designed for
specific species, may help with the migration of these fish, but ladders cannot ensure the survival of other
species. The flooded area behind the dam (headpond), will destroy river habitats in that area.
Soil conservation techniques in agriculture, forestry and land development will help
reduce the problems caused by erosion. However, the overall effects of removing
vegetation from large areas of a watershed will still increase flooding and, possibly
erosion, down river.
Although the treatment of domestic sewage, industrial effluent and toxic wastes is
relatively expensive, the cost of repairing the long-term effects of pollution on the river
may be much higher. Jurisdiction over freshwater habitats and water use, and the
activities discussed above are shared among a number of federal, provincial/ county
departments.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
11
Sensitive Habitiats - Streams
A stream is a small, shallow flowing body of water that changes constantly. Each stream habitat is shaped
by water velocity and type of material deposited on the stream bed. Streams are high-energy habitats,
especially in upland areas. Fast-moving water prevents silt and clay from settling on the stream bottom,
depositing the heavier sand and gravel. As the water flows over rocks (riffles), it takes on oxygen, is
cooled , and is allowed for food production.
High levels of oxygen allow streams to support certain organisms, such as
trout. Cool water temperatures enable streams to absorb large quantities
of oxygen. Stream water is cooled by evaporation, by inflows of cold
spring water, and by shading from overhanging trees, bushes or banks.
Most nutrients in streams come from overhead and streamside vegetation.
Needles and leaves are an important source of food for aquatic insects,
which are a main source for food for young trout and salmon.
These factors and conditions make shallow streams important for several reasons. The gravelly bottom
offers the right conditions for juvenile fish to spend the winter and for spawning fish to build nests (redds).
Fast-flowing water that moves over and through this gravel provides an appropriate environment for
developing eggs. Streams are good feeding grounds due to the presence of large quantities of insects. All
of these characteristics make streams ideal fish nurseries.
How are Stream Habitats Disrupted?
If any of the above features are altered, major changes can occur in a stream which could decrease or
destroy its fish population.
Land Development
Poor logging or road construction practices can cause silt to enter the stream
bed, blocking the stream and preventing fish from passing to spawning
grounds. Mud, silt or clay settling on the stream bottom may bury spawning
beds, insect habitats or nursery areas. Large amounts of slash and sawdust in
the stream can reduce oxygen in the water as they break down. The use of
heavy equipment in the stream can destroy existing habitats.
Industrial Activity
Poorly-treated sewage or industrial wastes released into a stream may reduce oxygen levels in the water.
Decomposer bacteria break down the effluent, using oxygen in the process.
Chemicals are sometimes spilled or leaked from storage areas or are dumped
into a stream. Drifting pesticides from nearby spraying or acid rain can also
have a detrimental effect on a stream.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
12
Agricultural Activity
Livestock moving regularly through a stream can erode the stream bank. Nursery areas may also be
trampled or covered by silt. Runoff from manure piles, silage pits and
fertilizer fields may deplete oxygen in the stream. Agricultural chemicals such
as insecticides, herbicides and fungicides may inadvertently enter a stream,
killing certain organisms, including fish.
Vegetation along the stream bank acts as a buffer zone and plays an important
role in reducing or preventing land-based disruptions from affecting the
stream directly. Logging, land clearing or town development could remove
vegetation, warming the stream as more sunlight reaches the water and increasing the number of fish-eating
birds, such as King Fishers and Mergansers.
How Long Will Disruptive Effects Last?
The longer a stream is exposed to disruptions, the more severe the adverse effects will be, and the longer
the stream will take to return to its original state.
A healthy stream provides a home for bacteria and fungi (decomposers), plants and algae (producers), fish
and invertebrates that eat plants and algae (primary consumers), and the fish and invertebrates that eat
other animals (secondary consumers). In a balanced stream community, each group in the food chain
depends on the others for food. If a group is removed, the chain will be disrupted. For example, if a
chemical spill kills stream insects, fish that normally eat these insects will be forced to either move to
another location, change their diet, or go without food.
If a single chemical spill kills all the stream insects and moves downstream, new insects from adjacent
streams or ponds will move into the insect-free habitat. The ability of a stream to recover depends on how
long it takes for the insect populations to return to the normal levels after the chemical has been removed
from the environment.
A single release of silt or mud into a stream will act similarly to a
chemical release. The silt and mud will wash down the stream
gradually, smothering the stream bottom on the way. Depending on
the water velocity, it may take several months for the silt “slug” to
pass through the whole system. Once it has passed, however,
recovery of the stream community will start fairly quickly.
The following table show rough estimates of how long it would take to re-establish individual parts of the
food chain after a single disruption.
z
z
z
z
Components
Decomposers (bacteria & fungi)
Producers (algae)
Primary consumers (insects)
Secondary consumers (fish, frogs)
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
z
z
z
z
Time to Re-Establish
Hours - days
Days - weeks
Weeks - months
Months - years
13
Some of these components are more sensitive to disruption at certain times of the year and re-establishing
their populations at those times would take substantially longer. Unlike single events of short duration,
disruptions that last for longer periods of time pose a much greater problem to the stream community.
Recovery cannot begin until the discharge is stopped and the toxic effects from the chemicals have passed
out of the stream. In addition, long-term disruption can cause the loss of the stream’s small, protected
pockets of organisms that would otherwise begin recolonization.
In cases where water flow is low and the amount of material deposited in the stream is high, the stream
may take generations to return to its original state.
How Can Disruptions Be Prevented?
In most cases, disruptions can be avoided or reduced by improving land use practices. Disruptions
commonly associated with industrial and development activities can be reduced or prevented by following
guidelines provided by the appropriate government departments.
Individuals can often lessen the negative impacts of stream side activities by retaining buffer zones along
stream banks, using chemicals more carefully or constructing simple traps to
contain mud and debris.
Streams that have been adversely affected may still be rehabilitated. However,
the costs are usually substantially greater than those associated with
preventative measures. Jurisdiction over freshwater habitats, water use and
the types of activities outlined in this brochure is shared among a number of
federal, provincial and municipal/ county departments.
Salt Water
Nova Scotia has close to 8,000 km (5,000 miles) of ocean front. The shoreline includes everything from
nutrient rich bays, inlets, estuaries and salt marshes to near-shore and the great offshore feeding areas of
the Continental Shelf.
All of this spectacular marine habitat is caressed by the Caribbean-sourced Gulf Stream thereby creating a
recipe for marvelous salt water sportfishing. Fishing opportunities range from Tommy Cod to Tinker
Mackerel caught by kids on a wharf, through family fun catching groundfish from a boat, to big game like
Blue Shark.
Sensitive Habitats: Estuaries and Salt Marsh Habitats
An estuary is an area where the mouth of a river meets the sea. It is characterized by tides, by opposing
currents flowing outward from the river and inward from the sea, and by brackish water, which is a mixture
of sea and river water. Since salt water is denser than fresh water, in an estuary, incoming sea water forms
a wedge under the lighter river water. Mixing occurs in the narrow zone between the layers. The salt
content (salinity) of an estuary is less than that of fresh water, and changes every 12 hours with the tidal
cycle.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
14
Another characteristic of an estuary is the presence of sediment. River
water contains fine mud and silt that have been washed off the land. As
the river widens into th estuary and meets the sea water, the current slows down
and the particles suspended in the water settle to the bottom. The saline
conditions in the estuary also cause mud and silt to settle, especially where fresh
and salt waters mix. In the area of the estuary closest to the ocean, mud and silt
deposits can form extensive mudflats and sand banks (deltas).
River runoff also carries organic and mineral matter which settle with the estuary sediment (nutrient
trapping). This enriched sediment provides an important source of nutrients for microscopic one-cell
animals (protozoan), which are consumed by larger organisms in the estuarine and surrounding salt marsh
food chains. Decaying vegetation (microbial biomass) in the salt marshes provides an additional food
source. Salt marshes are common in estuaries often forming on mudflats, and in low coastal land sheltered
by bays and inlets.
How Long Will Disruptive Effects to Estuaries Last?
Many organisms that live in estuaries are close to their physical limits of tolerance, making them sensitive
to extra stress, such as oxygen depletion or chemical pollution. They have adapted to changing salinities,
soft sediments and muddy waters and may suffer if these conditions are altered.
Single or short-duration events may harm species or major portion of the habitat, but the damage should
eventually correct itself. For example, storms or a single oil spill may impact severely at first, eroding or
covering mudflats and marshes. However, if no other disruptions occur, animal and plant communities
should return to previous populations. Recovery time depends on such factors as direction of the current,
rates of sedimentation, hydrocarbon breakdown and regeneration of the grasses. Migrating and young
animals will also move into the area, hastening its recovery.
Long-term discharges of pollutants or recurrent pollution will have long lasting effects. Persistent
chemicals, such as PCB’s or heavy metals, accumulate in the food chain and are absorbed directly by
invertebrates feeding on sedimentary deposits. If the sources of chemical pollution are removed, clean
sediment may eventually bury the polluted layer, thus removing it from the food chain. However, the
polluted sediment could be re-exposed through storms or dredging, for instance.
When salt marshes are burned or drained to convert them to farmland, fish and shellfish populations in the
estuary and surrounding coastal areas may be reduced, creating difficulties for certain inshore fisheries.
Such disruptions can be irreversible if corrective action is not taken.
Urban and industrial development of the areas adjacent to estuaries and
salt marshes may destroy entire plant and animal communities. The
marshes and mudflats may even be eliminated. Undeveloped salt
marshes, however, can co-exist with industrialized areas and enhance
communities.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
15
Confined to small, transitional areas between the land and sea, estuaries and salt marshes may support
fewer animal and plant species than do marine or freshwater
ecosystems, but they still provide productive habitats for many fish,
shellfish and water birds. Commercially important fish such as flounder,
salmon, trout, Striped Bass, shad, gaspereau and smelt feed in estuaries
and migrate through them to reach spawning grounds. Many birds feed
and over winter in estuaries. The nutrient-rich mudflats provide
abundant food for certain species of shellfish, including soft-shell clams,
mussels, periwinkles, crabs and shrimp. Productive shell fisheries are
often found in estuaries.
Saltmarsh plants grow on mudflats that have accumulated to a height where they are exposed at a low tide
and submerged at a high tide. Salt-tolerant plants (halophyptes) such as
cordgrasses (spartinas), are common in salt marshes and can withstand
periodic submergence and waterlogged soil. In the Bay of Fundy, spartinas
provided salt hay for early settlers.
Estuaries and salt marshes can be disrupted by events occurring in the river,
the sea or the estuary itself. These disruptions can also affect nearby coastal
areas that are dependent on the estuarine ecology.
Natural events can be disruptive. Storms and floods, from tidal surges or from the river, can erode
mudflats and the seaward edge of salt marshes. Whereas salt water flooding can kill terrestrial plants and
extend the marsh area, flooding by fresh water can damage the marsh and erode channels. Ice buildup can
scour mudflats. A thick blanket of ice can deprive surface-dwelling organisms of much needed oxygen.
Human activity can cause severe disruptions to estuaries and salt marsh
habitats. Many cities and towns have been built around estuaries, which
offer natural transport and shipping lanes. Saltmarsh land is flat and easy
to build upon when drained or filled. Developed areas continue to be
disrupted through dredging, dumping of dredge material, shipping and
other port activities, development, development of recreational facilities
and over harvesting of fish and shellfish. Estuaries may also be affected
by industrial or urban development occurring upriver, by drainage
projects, flood control activities and agricultural runoff.
Pollution can affect an estuary in four major ways:
9.
Oxygen depletion (e.g., from sewage)
10.
Chemical accumulation (e.g., toxic organic compounds, petroleum products heavy metals)
11.
Spills (e.g., oil spills)
12.
Thermal pollution (e.g., heated effluent from power plants)
Just as nutrients collect in estuarine mudflats through nutrient trapping, many pollutants can also collect in
the sediment. Microbial activity can decompose some pollutants, such as sewage, but others, such as
heavy metals, are bio-accumulative.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
16
The drainage of salt marshes for farmland and other developmental purposes, or to control flooding was
wide spread in Nova Scotia. Channels were usually cut in the marshes to reduce the amount of surface
water at high tide, while dikes were built around the perimeters of the drained land to prevent water from
entering the marsh area. Harvesting salt water marshes can reduce the amount of decayed vegetation
entering the aquatic food chain, which, in turn, can reduce the population of fish and shellfish in adjacent
waters. About half of the 32,000 hectares (80,000 acres) of Nova Scotia salt marshes have been diked.
Fortunately, most of this land is high-level marsh as in the Bay of Fundy, and is rarely flooded. Farming
these areas probably has little effect on the marine food chain.
How Can Disruptions Be Prevented?
Many disruptions to estuaries and salt marshes result from industrial and urban development, or from poor
land use practices in the watershed upriver. These effects may be difficult to correct, although treatment of
urban and industrial waste will reduce pollution from developed areas. In the watershed, reducing soil
erosion, water diversion and toxic chemical runoff will help protect habitats down river.
Care must be taken to avoid re-suspending toxic materials that may be embedded in the sediment.
Dredging and dumping of dredge spoil, for example, could dislodge such dormant toxic compounds.
Estuaries and marshes affected by isolated and short-term events, such as storms, floods, oil spills or
organic enrichment, may recover rapidly. Microbial activity in the sediment can break down oil or organic
pollution, provided the amount and duration of the pollution does not overwhelm the ecosystem. In fact,
in the case of polluted mud, microbiological processes may be preferred to artificial cleanup methods.
Marsh habitats can be protected by legislation aimed at controlling development and waste dumping.
Preventative or corrective action to preserve estuaries and salt marshes depends on changes in land use,
development and industrialization. Such planning and development falls under the jurisdiction or regulatory
authorities of several federal and Nova Scotia government departments.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
17
Special Projects You Can Do With Your Group
Adopt - A - Stream
Each of our waterways is a lifestream. Fish and birds as well as all other species of wild things living in and
near our water environment depend directly on the quality of the water in our estuaries, rivers, streams,
bogs, and lakes for their very existence and well-being. Because these fresh watercourses are the prime
feeding and nurturing sites for all water dependent species, the care and maintenance of their quality is of
great importance. Some human activities in our region have damaged previously healthy watercourses in
Nova Scotia. As a result of this harm, the living creatures in this water world need your help.
Adopt-a-Stream is a program designed to help Nova Scotians interested in improving the quality of their
surroundings for themselves and especially for the wildlife in their area. Here's how it works. Under the
guidance of experienced and professional government biologists, ecologists and wildlife managers,
interested community groups can assess, rebuild, enrich and maintain their water environments. A detailed,
well illustrated and easy-to-read manual provides information about such topics as:
<
Water and wildlife
<
Laws and regulations
<
How to start and run a project
<
Fund raising tips
<
How to organize community sessions and where to turn for help
Each Adopt-a-Stream group is linked to a network of volunteers throughout
the province who share interests in waterways and wildlife.
Who Can Adopt?
Anyone is eligible to sponsor an Adopt-a-Stream project. Youth groups, schools, service clubs, senior
citizens can all work together and adopt a stream or waterway.
River Watch
The Nova Scotia River Watch Program is a province wide volunteer oriented initiative. The program has
been designed to educate participants in the importance of our habitat and fisheries resources in addition to
the proper observation, recording and reporting of violations affecting these resources. River Watch
focuses on activities of the entire watershed including lakes, rivers, streams, ponds, riparian zones and
estuaries.
River Watch fisheries monitors are not assigned to a specific area. They observe watershed activities all
across the province. Participants assume a non-confrontational approach to all situations and are not
intended to serve as a replacement for professional fisheries enforcement. They act as a communication link
between government and the general public, and help government carry out the mandate to protect
aquatic habitat and promote the sportfishing industry.
This community-based volunteer program stresses the relationship between the community and the
watershed. It identifies positive and negative activities impacting the watershed, habitat issues and the use
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
18
and mis-use of fisheries resources. River Watch encourages anglers, landowners, industry and all other
stakeholders to join in the protection of fish, fish habitat and the environment.
River associations, angling and environmental groups across the province act as host groups for the
program, recruit volunteers and hold one day training sessions for the participants. Each participant attends
this one day training session which focuses on the proper observing, recording and
reporting of
violations, habitat issues, communication, the link between the community and the watershed and the
education of others. Each participant is provided with a River Watch manual, hat, crest, log book and
public relations cards. A River Watch newsletter is also available.
River Watch is
intended to be
completely
self-sustained and run
by the volunteers themselves. It is the hope of the River Watch program that through education,
communications, and an increased number of volunteers in the field, that the users and abusers of our
natural resources will gain a greater
appreciation of their vulnerability and learn to treat them
with respect and discretion. Funding for River Watch is from the Canada/Nova Scotia Cooperation
Agreement on Economic Diversification.
How To Get Involved
To learn more about the Adopt - A - Stream or River Watch program or to register for a public
information session, contact the Fisheries Representative at the nearest Nova Scotia Department of
Agriculture and Fisheries office.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
19
Take a Kid Fishing
How to Have Fun and Catch Something, Too¹
Busy? How often do you answer, “Yes!” But, even so, you want to make time for the children in your life.
One way to do that, and connect with the natural world at the same time, is through fishing. Perhaps
you’ve never fished, or forgotten how. So even if you wanted to, you may feel you’re too busy to learn
enough to make it fun and rewarding. If that’s the case, then the next few pages are for you. Whether
you’re a parent, or someone who cares enough to help a child, here’s just enough to get you started. Once
you’ve tried fishing, we’re betting that you might not want to stop.
Introduction
“Goin’ fishin’…” those two words can conjure up great memories, and can help to
create great times with the children in your life. Don’t know how to fish? No problem –
it’s easy! Kids and adults can learn together. Start with the tips and information
provided here. Before you know it, you will have shared experiences to last a lifetime.
Fishing... Is Good For You
Fishing… Is Good For You
Fishing is an easy to learn, relatively inexpensive hobby that can be practiced almost anywhere, and
provides skills that can be used at any age. But fishing is more than catching fish:
z
z
z
z
z
z
z
Fishing gets you away from everyday distractions;
The relaxed atmosphere and quiet;
Time can help open communications;
Fishing together creates common ground and shared experiences;
Fishing is an activity at which everyone can succeed at some level;
Fishing encourages problem-solving and decision-making;
Fishing links people and the natural world in a way that can generate caring, responsibility
and action.
Tips on Trips
Few things match the excitement of a first fishing trip. The natural setting, the anticipation and
mystery of what may be in the water, and the opportunity to share it with you make it a special
moment in a child’s life. Here are a few tips to enhance that experience, and keep them eager for future
trips:
Relax! Leave problems behind, and take along a smile, an open mind, and a lot of patience.
Basics first. Simple equipment in good working order will help avoid frustration. An
inexpensive rod and reel, with live bait and a bobber, will get you off to a good start.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
20
Make it a shore thing. Fishing from shore allows kids to run and play when they need to, and gives them
an option for fishing on their own or with friends as they get older. (Refer to Water Safety page 27).
Fish for little fish. Catching fish is important; size isn’t. For example, sunfish and
other pan-sized fish are often plentiful and easily caught by beginners. Larger fish
can be sought when the basic skills are in place.
Make it fun. A fun, safe time is more important than the size or number of fish
caught. Praise children for their patience, their cooperation, and simply for trying.
If attention wanes, encourage them to look around and explore their natural
surroundings.
Teach skills...patiently. One challenge of fishing is mastering skills. Help kids learn rather than do
everything for them – as they develop skills such as knot tying, putting on bait and casting, their selfesteem will increase.
Help solve problems. Lines tangle. Hooks get snagged. Fish stop biting. By working with you to solve
these problems and figure out what may cause them, children will be learning what they can try in the
future. If they are not catching fish, discuss changing the distance of the bait from the float, moving the bait
closer to underwater rocks, logs or weeds, or selecting another bait or lure.
Be flexible. If your child is just too excited to sit still with a bobber and live bait, change tactics. Try a lure
they can cast and retrieve. Move up and down the shore looking for good spots.
Be responsible. You are a role model, so set a good example:
T
T
T
T
Share an awareness of, and respect for, the environment, private
property and other anglers;
Don’t litter — leave the area as good or better than you found it;
Discuss the rules and regulations with your child, and follow them;
Properly release fish you aren’t planning to keep, and make good use
of those that you do keep – involve your child from the catch to the
table.
Don’t stay too long. “Always leave ‘em wanting more.” How much time you spend will depend on the
age of your child and whether the fish are biting. Be alert to signs of restlessness and don’t be
afraid to cut your trip short.
Don’t make the first trip your last. Plan another trip. Talk together about what was fun and
rewarding, bad and boring, so you can make the trip even better next time.
Keep those promises. A promise to take a child fishing is as important as any other commitment that
you make. Keeping that promise will strengthen your relationship. Remember, each child is different, and
will respond differently to the fishing experience. Keep an open mind, go with the flow and, above all, have
a good time!
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
21
Action! Getting Kids Involved
OK, so you’re convinced. Now what do you do? For starters, there are countless articles, magazines and
books written on all aspects of fishing. In addition, the friendly staff at your local sporting goods or bait
and tackle shop will be happy to give you and your child a quick lesson on fishing basics. If you want to be
a bit better prepared, the following provides basic information needed to plan, prepare for, and
successfully undertake your first fishing trip. After that, you’re on your own!
Remember that planning and preparation are all part of the fun, and part of the learning. Involving kids in
equipment decisions and purchases will give them a better understanding of some of the why and hows of
fishing, and helps start joint thinking and problem solving at an early stage.
Basic Tackle
An inexpensive but effective rod and reel will challenge the budding angler, and allow, with a
little practice, considerable range and variety in fishing techniques.
Several types of reels are available, but the easiest for young kids to use is the
spincast reel. This type usually mounts on the top of the rod, has a little hole where
the line comes out, and uses a push button or lever to control the cast. Reels
should be matched to the size and style of rod, and to the strength of the line used (in pounds of
pull before the line breaks).
You can, however, avoid all that matching by buying a combination that includes a rod, reel and line. A
good combo for kids would be a light reel on a short 1.3-1.5 m (4 ½ - 5 feet), lightweight
rod with 2.7-5.4 kg (6 - 12 lb) line. The line will be monofilament, a single strand of
plastic. It is cheap and easy to use, but care must be taken when attaching things to it
(see knots). A good starter set can be found for under $30. Avoid the very cheap
ones, however, as they are little more than toys, will not stand up under hard use
and will not cast as well.
Creating a Fishing Kit
Once you have a rod and reel, you need to turn your attention to what is called terminal tackle – the
stuff on the end of the line that catches fish. Here is a basic list of terminal tackle, plus a few things that will
come in handy when you go fishing:
Hooks. Hooks are hooks, right? Wrong. You won’t believe the variety of hooks available.
Stick to single hooks, # 6 - #10 (the higher the number, the smaller the hook), with a long
shank. These are good for the smaller panfish that you are likely to catch. Once the child gets
used to reeling in fish and keeping tension on the line, consider making some barbless hooks by mashing
down the barb on the end with pliers. You may lose a few fish, but it will be much easier to remove the
hook and there will be less of a problem removing wayward hooks from clothing or skin.
Sinkers. Again, there are many different kinds, but split shot are cheap and versatile. Get
several sizes (they come together in a plastic dispenser) of removable shot (they have little
tabs opposite the slot for the line), and squeeze them onto the line with your pliers. Most sinkers are made
of lead, but more environmentally friendly alternatives (bismuth, tin) are becoming available.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
22
Bobbers. Bobbers or floats attach to the line and do two things: they keep the bait suspended
at a particular level, and they jerk or dance to indicate a bite. Small ball bobbers can be clipped
on the line at the bottom and the top, and are easiest to use.
Snap swivels. These do two things as well: they keep the line from twisting, particularly
with lures that spin, and when tied to the end of your line, they allow you to easily switch
hooks and lures.
Tackle box. A small tackle box will keep things organized and easy to find. Plastic ones can be
inexpensive and won’t rust.
Needlenose pliers. Useful for squeezing split-shot and barbs. Also great for getting hooks out of mouths
containing many sharp teeth. You never know when a pike may decide to take your sunfish bait!
Nail clippers. Good for snipping off the tag ends of knotted line.
Bucket. A great carryall. Besides, you will need something to haul some of those fish home in.
Net. This is an optional item, at least to start. The panfish and other small fish you are likely to catch at
first can be lifted straight out of the water, or the hook can be removed without taking the fish
out of the water at all.
Camera. Optional as well, but highly recommended for the memories it can capture!
Putting Your Tackle Together
There are two basic rigs that are used for still fishing with bait. The first uses a bobber to
suspend the bait above the bottom. Tie a hook onto the end of your line (see knots).
Place a split shot about 15 cm (6 inches) above the hook. Place a bobber at least 15cm (6
inches) above the shot. The bobber should float about half-way out of the water. If it doesn’t,
adjust either the shot amount or the bobber size. Fish may be at different depths at different
times. If you don’t get much action, try increasing the distance from the bobber to the bait. When
all else fails, try putting the bait just above the bottom.
The second rig places the bait right on the bottom. Simply remove the bobber and cast the
baited hook and sinker. If you want to get fancy, you can use a sliding sinker instead of the shot.
The line runs through the sinker, so that the fish can pick up the bait without feeling the weight of the
sinker.
Artificial lures can be attached to the line with a snap swivel. Split shot may be added if you want
the lure to run deeper in the water.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
23
The Great ‘Debait’: Bait vs. Lures
Live bait is cheap, easy to obtain (kids can even catch some themselves) and usually catches more fish
in the hands of novice anglers than lures do. However, fish will swallow more hooks with bait, and in some
areas live bait is not allowed. Further, live bait generally lies still, which may try the
patience of the average youngster. Typical baits include worms, minnows, mealworms and
crayfish.
Worms are good to start with, and can be found on lawns at night after
a heavy rain. You can use whole worms hooked through the collar, but
small panfish are adept at nibbling off worms attached in this way. For
such fish, use a small hook covered with just a piece of worm. They can be fished with or
without a bobber.
When fishing with minnows in still water, hook the fish shallowly through the back,
just behind the dorsal fin. Fish with a bobber, and let the minnow swim just above the
bottom or just over the tops of a weedbed.
With any live bait, wait a second or two after the bobber begins to move or the line jerks. This lets the fish
take the bait into the mouth before you set the hook.
Lures put more action into your fishing trip, since you need to add some motion to make the lure imitate
attractive food. While more of a challenge to cast and retrieve, mastering the motion and actually catching
fish is ample reward. Lures can be used over and over, and fish will often not be as deeply hooked.
However, losses due to snagging the bottom are more costly (for example, a $5.00 lure vs. a $0.15 hook
and worm), and it is harder to attract and hook your fish. With any hard-bodied lure, set the hook
immediately upon feeling a strike or nibble. Otherwise, the fish will spit out the foreign-feeling lure.
Basic Lures
Crankbaits, buzzbaits, poppers, floater-divers – the range of lure types and the variety within each can
boggle the mind. Here are several basic types of lures that can be fished by beginners under a variety of
conditions:
Plugs. These mostly hard-bodied, wooden or plastic lures come in all shapes and sizes, and
can imitate almost anything that can swim and be eaten. Further, different plug types are
designed for different water depths. Topwater lures or poppers splash and dance across the
surface, pretending to be frogs, mice or struggling minnows.
A floater/diver plug floats, but has a plastic lip on the front which makes it wiggle and dive when
pulled. Using a pull/stop, pull/stop motion, will make the lure resemble an injured minnow trying to swim
down into the water, only to float back up again. These lures rarely go more than a foot
under water, and can be used over weedy shallows containing bass, sunfish and
perch. Crankbaits have a larger lip, and will dive deeper, the depth depending on
the size of the lip and the weight of the plug. They may find largemouth bass,
walleye or pike lurking near the bottom.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
24
Spoons and spinners. These lures use a wobbling or spinning metal blade to mimic injured
baitfish. Their weight allows an accurate cast, especially when it is windy. They run
deeper than the floating plugs, and can be used to catch any fish-eaters. They can
be reeled in steadily, or retrieved in jerks. Caution: since spinners ‘spin”, always
use a snap swivel to avoid line twist.
Jigs. A jig is basically a metal head (often eyed) attached to a hook. Jigs may be sold with a
tail made of hair or plastic, or the tails can be bought separately. Jigs are fished off the
bottom by lifting the rod tip and dropping it again as the lure is slowly reeled in. The idea is
to have the lure dance across the bottom looking again like food in distress.
Soft plastic lures. These lures feel very life-like to your fish, so they may hold on to it
longer. They come in many shapes, and often need to be fit to a hook or jig much like the live bait that they
mimic. Often, they incorporate a smell that also attracts fish. Some flutter and
vibrate when retrieved. Others, like worms, must be retrieved slowly along the
bottom for best effect. These worms can be rigged to avoid weeds (for example a Texas rig) and fished
through the weed beds.
Practice, practice, practice…
Two activities should be practiced before your trip: knots and casting. Knots can be used to prepare
your terminal tackle ahead of time; practice casting will iron out some kinks and promote better fishing
through more accurate casts.
Knots. Two things about knots in monofilament fishing line: they can slip out, and they can break.
Several knots can be used to avoid these hazards, but the simplest for small hands to learn is the palomar.
Start with a thin piece of rope or twine and something with a hole (scissors, coffee cup, eyebolt), then
move onto fishing line and hooks after the basic process is
mastered. The steps:
5.
6.
7.
8.
Double the line back on itself, forming a long, narrow loop; feed the end of
the loop through the hole.
Tie an overhand knot (end of loop around doubled line) but don’t pull it tight.
Put the hook through the narrow end of the loop.
Moisten the line where the knot is being created; slowly pull the knot tight, and clip
off the free end of the line, leaving at least .3 cm (1/8 inch) of leftover line.
Casting. A little work in the back yard will save a lot of frustration by the water. The basics of spincasting
are simple. The trick is knowing when to let go:
1.
Tie a sinker or a casting plug onto your line (a hookless plug, available from your tackle shop,
won’t hurt as much if you hit something, or someone).
2.
Reel the plug up to the rod tip. Push down on the button and then release it. The plug will plummet
to earth. Begin to reel in (you may have to pull slightly on the line near the reel to get it to take up
until gravity kicks in). You will hear a click. This engages the drag and keeps the line from freely
running out again. Reel the plug to within 15 cm (6 inches) of the rod tip.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
25
Now you are ready to apply what you just learned to an actual cast.
3.
Stand facing away from all windows, trees and small animals, holding the rod in front
of you at about one or two o’clock. Keeping your elbow bent at a 90 degree angle,
hold the button down and move the rod tip back over your shoulder, bending your wrist
back to put the tip at about 1 or 2 o’clock.
4.
Snap your arm and wrist forward, pointing the rod tip at the target and releasing the
button at 10 or 11 o’clock. The plug should arc smoothly toward the target. If you
overcast and it heads for your neighbour’s picture window, press down on the button
again. This will stop the line and the plug will drop straight down.
5.
If the plug arcs too high and drops short, you released the button too soon. If it
doesn’t arc and drives into the ground, you released too late. Fiddle with your release
point until you can drop the plug into a 1.8 m (6 feet) diameter circle from varying
distances.
The Art of Fly Fishing
Once you’ve learned the basics of angling you can move on to fly fishing. To the purist, the art of fly
fishing is the highest form of angling. Fly fishing is more than just fishing it is a game of skill where the
fisherman and the fish are on equal footing. Success on the water is due to skill, knowledge, practice,
and patience. Fly fishing involves enticing the fish to an artificial fly by casting the fly, setting it quietly on
the water without a splash, making the fly dance across the water until it starts to sink and then casting the
fly again.
The traditions of fly fishing go back nearly two thousand years to the days of the Roman Empire. For
centuries it has been considered true sportfishing due to the level of skill required. Success at fly fishing
for trout may be related directly to an angler’s knowledge of what species of natural flies the trout are
feeding on at a particular time. In spring, just as the leafing and flowering of various plants follows a
predictable sequences, so does the birth of the different species of mayfly. The smart angler observes
which insects are “hatching” at different dates in the angling season and will choose flies which best imitate
their colour, size and shape.
Fly fishing is the only method by which salmon may be taken legally by anglers in Nova Scotia. In
addition, several of the province’s best streams are posted for fly fishing only, regardless of the species of
fish sought. These include the rivers Medway (Queens Co.); LaHave, Gold and Petite(Lunenburg Co.);
Moser, Musquodoboit and Wet (Halifax Co.); St. Mary’s and Liscombe, (Guysborough Co); North
(Victoria Co.); Margaree, (Inverness Co.); Stewiacke, (Colchester Co.); and Maccan, (Cumberland Co.)
Since adult salmon do not feed during the spawning run, it is a mystery as to why they
will rise to a fly at all. Annoyance, playfulness, boredom and defense of spawning
territory have all been suggested as explanations. Hundred of different salmon flies are
available to try to catch that perfect salmon ranging from a single clump of moose hair
tied to a small hook to exotic creations made from the feathers of tropical birds.
Favorites among Nova Scotia salmon anglers include wet flies such as the Butterfly,
Cosseboom, Orange Blossom Special, Silver Doctor and dry flies like the White Hackle,
Yellow Hackle, MacIntosh and Pink Lady. Examples of flies fished wet or dry are the Bomber and Bugs.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
26
Safety
Accidents and even minor irritants can lessen the enjoyment of your trip, but a few precautions
and additions to your equipment list will reduce the chances that your trip will be memorable, but for the
wrong reasons.
Hats. If shade is unavailable, hats will increase the amount of time that you can stay in the
direct sun. Consider broad brims that circle the hat.
Sunscreen. Even with hats and long sleeves, reflected sun from the water will strike your
face. On warm days, comfortable clothing (tee shirts, shorts) will leave lots of exposed skin to be protected
by sunscreen.
Insect repellent. Water and bugs go together, and certain seasons (Spring) and times of day (dawn, dusk)
that can be particularly good for fishing are also mealtime for the little critters. A good repellent will
limit their effects, but not eliminate them. So as you occasionally swat, comfort yourself with the fact that
if there weren’t any bugs, there wouldn’t be any fish.
Cautionary note: Some children may react to repellents. Check with your doctor or pharmacist if you
have concerns. Some repellents will also weaken monofilament fishing line, take off lure paint, gum up
plastic lures and repel fish, so rinse your hands before touching anything.
Water. There are two approaches to working with water. The easiest and safest thing to do is to insist that
everyone, including leaders, wear properly fitted., PFD personal floatation devices at all times. Even if
you are fishing from shore, life jackets or are a good thing to have for small children or weak swimmers.
Find places to fish where the water is shallow near shore and the bottom slopes gradually, this will also
allow kids to wade around and search for bugs and things if the fishing is slow.
The alternative is to require gear based on participants’ age, ability to swim, water and air conditions
(temperature, wind), near shore conditions (shallow vs. deep), steepness of the banks
and/or presence of slippery rocks. While the latter approach increases the risk slightly,
this may be outweighed by the value of discussing why floatation is used in some cases
and not in others, and how to make safe decisions. If gear is used at all times and
without discussion, some members may shed it at first opportunity and without
consideration of the safety of doing so. If there is any doubt, however, use it.
Choosing safe water (fairly shallow, no casting obstructions, no current, minimum bank slope, few
nearshore rocks) will minimize safety concerns, but not eliminate them. However, good fishing locations
may contain some additional risk. At all times, have a reaching pole and a throwing ring and line at hand,
as well as towels and blankets.
Under no circumstances should you fish near power plant intakes, dams or weirs, or quickly flowing
water.
First aid kit. With a basic first aid kit you can handle the occasional nicks and scrapes. Be
sure to include a spray or salve for insect bites and stings, as well as any special medications
that the child may require, for example allergy or asthma medicine.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
27
Hooks and casting. Hooks must be sharp, and are the most likely cause of accidents while fishing. Barbed
hooks create special concerns. Handle all hooks carefully, and teach kids to always look behind them
before casting. A hook in a bush is bad enough – a hook in your skin is worse. If a hook penetrates below
the barb, get medical help.
Knives. Believe it or not, sharp knives are less dangerous than dull ones. They require less force to
cut and knife control is easier. Minimize knife use. Nail clippers are much better for cutting
line, and parts of the fish cleaning process can be done easily with scissors. A good knife is
required for filleting.
Flying objects. Casting safety requires constant reminders, since members must think of three or four
things at once, and safety may not be a top-of-the-mind issue until they are more practiced. Stay away
from any power lines. However, in spite of your best efforts, a power line may reach out and grab some
terminal tackle. If it does, cut away the tackle and forget it. Under no circumstances attempt to remove
the tackle, even if it contains your favourite lure.
Footwear. Plan on feet ending up in the water. If the weather’s warm, consider old shoes that you
don’t mind getting wet. In cooler weather, waterproof boots are a good idea.
Ethics and Respect
We all want children to respect our natural environment. Kids need to see that our aquatic
resources belong to all of us, and that we all need to take care of it. It is pretty easy to see
that if we don’t take that care, we may not have fish to catch in the future. What may be
harder to get across is the basic respect that all living things deserve, even those, perhaps
especially those, that we may kill to eat. Perhaps the best way to instill this attitude is to
model this behaviour yourself as a caring adult. Some things to consider:
z
Don’t litter. Litter is not only unsightly, but it can harm fish, birds and other living things. Fishing
line is particularly bad.
z
Take back everything that you brought on your trip, and consider leaving the area better than you
found it.
z
Have fun, but don’t be overly loud or boisterous. These behaviours not only spook other anglers,
they spook the fish as well.
z
Obey the law. Be sure you have the current Angling - Nova Scotia Summary of Regulations
(available from fishing license issuers – check your local bait and tackle, sporting goods or
hardware stores). Know and be prepared to explain the rules and abide by the limits and other
regulations contained in the Summary. Show older kids how to use the Summary themselves. You
will also need to know how to identify some common fish found in Nova Scotia. These fish are
described later in the unit.
z
Keep only those fish that you plan to eat, and handle them carefully (see Landing and handling
below). Release the others quickly and properly. Your Summary has good tips on proper release
techniques.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
28
z
Discuss other, less direct things that can affect fish and their habitat. Recycling, not putting
chemicals, soaps or detergents down drains, and not destroying shoreline vegetation will all benefit
fish in the long run.
Now You’re Fishin’!
Now you’re fishin’!
Good planning, practice and preparation are essential, but the act of fishing can only be done on site.
Following the steps below will assure you that your trip will be fun, and that your chances of catching
fish will be as good as they can be.
Remember, the point of being there is to help and guide the young angler. Match the amount of help to the
age of the child and the amount of experience that he/she has gained.
In Nova Scotia, children below the age of 16 can fish without a licence and take home a full limit of fish
if they wish. Residents and non-residents under the age of 16 do not require a licence except for salmon.
Adults between 16 and older are required to have a fishing licence.
Finding a good spot. Fish are not distributed evenly throughout a lake or stream. Proper site selection
may have more to do with fishing success than anything else that you try. Ask
your fishing friends, Nova Scotia Department of Agriculture and Fisheries
office, local Department of Natural Resources, or bait and tackle dealer for
good panfish (i.e., small fish) locations within ½ to 1 hour of home.
Small lakes or ponds that have public access are probably better places to
start than streams. When you get there, walk along the shore. Look for what
is called structure: places where fish might hide or find food. Structure includes rock piles, drowned trees,
the edges of weed beds, places where the shallows drop quickly off to deeper water and dock pilings. Also
try stream or creek mouth areas. But always remember to respect private land and do not enter where there
is a No Trespassing sign.
Method selection. How you fish will depend on what fish you are after. For example try to catch some
trout with some worms from your garden.
Careful casting. That first cast can be truly exciting, so much so that all else is forgotten. Your job is to
remember to look behind, know when to release and where to cast.
Line control. When fishing with bait, keep it still. Don’t move the bait around, or jerk the rod tip. Keep
the line fairly tight (a direct line to the bait or bobber; little of the line coil showing) without pulling on the
terminal tackle. Keep the rod at about a 45 degree angle.
Watch for nibbles. Here’s where you can really be a help. Unless a fish hits almost
immediately, young eyes tend to wander. By keeping your eye on the line or rod tip, you can
bring that attention back when things start to happen.
Setting the hook. This is a skill which will come with experience. When using bait, remember to wait a
bit until the bobber goes under, or the line begins to move off. Set the hook by firmly snapping the tip of
the rod back over the shoulder. With most lures, remember to set the hook right away. Treat artificial
worms like live bait.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
29
Playing the fish. Reel in steadily, keeping the rod tip up. Avoid the temptation to rush, or to increase the
drag (a knob or dial on the reel which increases or decreases the resistance to pulling line out) if the fish
takes off. Just hold the tip up and let the fish tire. Increase the drag slightly only if you can’t reel in at all.
With too much drag the line may break. Quickly reel in any slack. Be ready for another short burst
when the fish becomes aware of you or sees your net.
Landing and handling. Landing is easiest with a net. Keep the net stationary, below the fish in the water.
Guide the fish over the net and then raise it up. Panfish can be lifted straight out of
the water, but may flip off the hook as they come up. Bass can be lipped – grasp the
lower lip firmly between thumb and index finger and lift the fish out of the water.
Support the fish with your other hand under its belly if you hold it out horizontally.
Landing the fish is something that you can do at first while the child keeps the line
snug and the rod tip up. More experienced children can land the fish themselves.
All fish should be handled carefully and with respect. Take particular care with fish
that will be released. In many cases, they don’t even have to come out of the water as you work the hook
out. If you want to take the fish out of the water, e.g. for a photograph, use wet hands and hold your
breath. Carefully grasp the fish from one side, folding down the sharp dorsal fines (catfish have spines by
their front fins as well). Put the fish back before you need a breath. Check Angling - Nova Scotia
Summary of Regulations for more details on proper release.
Set Young Salmon and Trout Free!
Note the differences in these fish:
Keeping your catch. For good eating quality, you must either keep fish alive or cold. A few sunfish can be
kept in a bucket with a frequent change of water, or in a wire mesh live basket. Larger fish can be put on a
fish stringer with a line or a clip that is put through the fish’s lower lip. Fish can also be kept under ice in a
cooler. Kill the fish first with a sharp rap between the eyes, using a sawed-off bat handle or other round
piece of wood.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
30
Some of the Most Common Sport Fish in Nova Scotia
Fresh Water
Trout
This large family of related sportfish can be generally identified by a streamlined shape, lack of spiny fins
and a tiny fin on the back near the tail. All prefer cold water, and most can be found in streams at some
time in their life.
Eastern Brook Char (Brook Trout), Brown and Rainbow Trout are available season-long in most lakes and
streams in Nova Scotia. Spring and Fall represent the prime times of the tear for browns and speckles; and
Summer and Fall for rainbows. Subdued light normally provides the best fishing of the day. Any common
terminal tackle may be used for trout in Nova Scotia, except on scheduled salmon streams. Check your
regulations summary.
Brook Trout prefer clear, cool streams, and are often found in shady, spring-fed, headwater areas. While
live bait and other lures will work, Brook Trout are especially popular with fly fishermen. Average weight
in streams is less than a pound, but Brook Trout can grow as large as 4.5 kg (10 lbs) .
Rainbow and Brown Trout can tolerate slightly warmer water than Brook Trout, and can be found in the
lower reaches of Brook Trout streams. In small bodies of water the rainbow usually weighs less than a
pound or so, but it can reach weights of 7 kg (15 lbs) or more. In summer, ‘bows are most often found in
the lower parts of large, swift, rocky rivers and in the deeper waters of lakes. Flies are commonly used in
streams , but almost any lure or natural bait may be struck .
Another important gamefish, the Brown Trout is a golden brown colour when found in streams and rivers.
In lakes its colour fades almost to silver. Its weight ranges from two to .9 to 5.4 kg (12 lbs ).
Lake trout most often live in the deeper waters cold lakes. During the summer, ‘lakers’ require specialized
fishing gear and techniques to get bait or lures down to the fish.
Smallmouth Bass
“Smallies” have grown dramatically in both distribution and popularity in recent years - for good reason.
Nova Scotia boasts superb and uncrowded bronze - back waters on an everincreasing number of systems where, because local pressure remains quite low and
hook and release is widely practiced, some real trophies can still be had.
Smallmouth are strong fighters which occasionally put on astonishing top-water
acrobatic displays. Average weight is .45 - .9 kg (1-2 lb) but 2.2 - 2.7 kg (5 - 6 lb) fish are caught each
year.
In the smallmouth the jaw hinge it doesn’t go beyond the centre of the eye. The scrappy Smallmouth Bass
lives in cool, clear water across much of the province, preferring the rocky and sandy areas of lakes and
rivers. Look for rocky points, shoals, slopes and submerged logs. Fish deeper in the hotter parts of the
summer. Almost any bait or type of lure may work.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
31
Landlocked Salmon
Existing in only a very few larger lake systems, Landlocks are generally sought after by means of trolling in
the early spring. They may also be angled from shore with spincast tackle and fly rod, but only at that time
of year. In summer they tend to go deep, but will again enter shallower water in the fall of the year.
Chain Pickerel
Live bait on float rigs or simple spinning lures represent the most effective method of catching these
aggressive freshwater wolves, which also furnish an excellent shore lunch. Chain Pickerel often use aquatic
vegetation and the underwater structure for cover.
Chain Pickerel are not a native species to our lakes and rivers. When this species is
introduced to waters where our native fish are abundant the Chain Pickerel
feast on them depleting the stocks. Chain Pickerel thrive in the warm,
acidic waters that our native species like trout, stickleback and minnows find
difficult to live in. In many waterways the Chain Pickerel have been introduced by man causing havoc to
our delicate ecosystem.
And For Family Fun...
White Perch
These are the fish that come with the warm summer weather and provide great fun for kids of all ages who
just want an afternoon’s fun. The White Perch is not a true perch at all, related to the Striped Bass, in fact.
They are semi-sea-run in that they will move towards brackish water and therefore, can be caught in
estuary, river and stillwater environments.
Heavily carniverous, the White Perch is readily taken on small lures, but will also take drifted bait. They
can grow to more than .90 kg (2 lbs) in weight, but usual size would range just below .450 kg(1 lb). They
make a tasty meal.
Yellow Perch
The Yellow Perch is a true member of the perch family and tends to show itself mainly in lake waters
during the summer months after the trout have gone deep. They will take small flies, tiny lures and float
drifted bait rigs, the latter being the most common technique.
This is a very popular panfish, and is often found with the sunfish. However, they aren’t as tied to
structure, and will travel in schools looking for food. So cast widely, and if you find one chances are you
will find lots. Perch take all sorts of live bait (particularly minnows) and small lures (try spinners and jigs
‘sweetened’ with worm pieces) and are fine eating.
Average size is about .15 kg (1/3 lb), but perch of .45 kg (1lb) or so are regularly caught and examples of
perch weighing up to .9 kg (2 lbs) are not unknown.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
32
Fresh Water - anadromous (moving from the ocean to spawn in fresh water, usually in
the Spring)
Atlantic Salmon
Nova Scotian streams are well known, of course, for their runs of the mighty Atlantic Salmon and whole
systems are restricted to fly fishing only to accommodate this extremely popular pastime. The season runs
from May through until late October so it is up to the angler to check out the timing of runs and catch and
release programs.
Seatrout
And many of those same streams will host healthy runs of estuary-running seatrout. Starting in late May
through until late July, seatrout will ascend various rivers, sometimes in quite large numbers. Local
knowledge can be extremely important in tracking their progress. Estuary trolling is also widely practiced.
Browns, Rainbows and Brook Trout (char) all exist in sea-run form in Nova Scotia.
American Shad
Some of the most spectacular runs of this species to be found anywhere take place in Nova Scotia each
year between mid-May and late June. Care must be taken to check which streams are scheduled for fly
fishing only, but shad will readily take spinning lures and locally-favoured weighted shad jigs.
Cleaning and Cooking
3
There is a special satisfaction in bringing home and eating fish that you have caught yourself. A good fish
dinner starts in the field. Fish must be kept cool and moist. It should be packed on ice in a portable cooler
if possible; if not wrap in damp, clean moss and keep in the shade. Removal of gills will help prevent
spoilage. Never expose freshly caught fish to drying air, sun or flies. If the fish are cleaned in the field
bury the entrails so they don’t spoil on the shore or in the water. Involving young anglers in this process
will reinforce those feelings and show the positive results of their efforts. The easiest preparation method is
to fillet the fish. Carefully done, it results in boneless flesh that is easy for kids to eat.
What you need is a sharp filleting knife (with a narrow blade that is easy to
maneuver around the ribs). Start at the top of the fish just back of the gill cover. Cut
down to the spine, just to one side of the dorsal fin. Work back until you reach the end
of the fin. Then cut down through the fish to a point just behind the vent and slice
along the backbone to the tail.
Make a cut from the top of the fish to its belly, just behind the gill cover. While pulling
the fillet away from the fish, run the blade parallel to the ribs to finish cutting off
the meat. Remove the skin by pulling it back and slicing it away with the knife.
Caution: leave a small patch of skin on fillets when carrying so each fish can be
identified by a Fisheries Officer.
Choose your favorite cooking method, there are many!. The most important rule
is to not overcook. The fish is done when the flesh turns white and can be easily flaked apart.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
33
Identifying Your Catch
To make sure your catch is within the law, you must be
able to identify it. In addition, learning together about
each type of fish can be fun, and will help in deciding
where and how to fish for it.
The following information describes the fish you are most
likely to catch as a beginning angler in Nova Scotia. In
the following pages you will find pictures and descriptions
of the fish mentioned below.
Alewife
American Eel
American Shad
Atlantic Whitefish
Atlantic Salmon
Brown Bullhead
Brown Trout
Chain Pickerel
Lake Trout
Lake Whitefish
Rainbow Smelt
Rainbow Trout
Smallmouth Bass
Striped Bass
White Perch
White Sucker
Yellow Perch
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
34
Activity Ideas
Here are some activities you may use with your members:
1.
Purchase a fishing license.
2.
Make a tackle box and learn what all the equipment is used for.
3.
Make a survival kit to take with you on your fishing trip.
4.
Invite a local angler to your project meeting to speak on rod fishing and fly fishing, the gear needed
for both and demonstrate how each rod is used.
5.
Attend a fishing society meeting in your area. Members may find they can learn from the meeting.
6.
Visit a fish hatchery and discuss the role of the workers there and what the hatchery does.
7.
Practice casting your rod before heading to the river to fish.
8.
Learn to tie flies. Invite a local sport fisherman to come to a meeting and explain about what each
fly is used for.
9.
Do a River Watch project with your fisheries project group.
10.
Plant trees along a river bed to provide shelter for fish.
11.
Working with the local Fisheries Representative, monitor the height of a river bed and record what
you find.
12.
Visit a museum in your community that pertains to recreational fishing such as the Salmon Museum
in Margaree, Cape Breton.
13.
Contact your local Fisheries Representative to learn about incubating salmon eggs in a stream.
14.
Have your fisheries members participate in the fish stocking program with your local Fisheries
Representative.
15.
Participate in Sport Fishing Weekend, the first weekend in June, as a fisheries group or 4-H club.
16.
Have your 4-H club Adopt - a - Stream in your community
17.
Take a trip to an outdoor shop to learn about the different fishing
tackle you will need to go fishing.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
35
Project Ideas
Here are some project ideas you could do for Achievement Day:
1.
Make six flies and display them on a display board.
2.
Go on a fishing trip. Write a report on your fishing trip complete with
pictures of your catch.
3.
Make a tackle box and display the equipment needed for a fishing trip.
4.
Make a survival kit.
5.
Do a display on one or both of the provincial fish hatcheries, showing the physical layout,
development of the fish and explaining what is done there.
6.
Make a display about your involvement in the Adopt - A - Stream project.
7.
Write a report on the River Watch Project
8.
Write a report about your visit to a fish hatchery outlining what they do there and the types of fish
grown.
9.
Grow your own earthworms for bait.
10.
Learn how to make a fishing basket.
4-H Fisheries Manual - Leader Resource 2002 - Unit 2
36
Unit 3 : Aquaculture
A Look at Fish Farming
What is Aquaculture?
The word Aquaculture comes from the Latin words Aqua (water) + Cultura (to
grow). It is defined as the growing and cultivation of fish, shellfish and plants in
any water environment whether that environment be natural, such as the seashore,
or in human-made containers of tanks or raceways. In biological terms, this
means improving the yield of aquatic organisms by skillfully handling of their rates
of growth, mortality, and reproduction. The ultimate objective of aquaculture is to
harvest a product that has commercial value. It is the aquatic equivalent of agriculture
and it is often referred to as "fish farming."
Another word often used is Mariculture (Mare (sea) + Cultura (to grow)). This term specifically refers to
the culture of animals or plants in the sea or marine environment.
Aquaculture is not a new activity. In fact, aquaculture stretches back to early civilizations. It is believed
that China cultured carp some 4000 years ago. The Japanese farmed oysters in tidal waters about 2000
B.C., while the Romans cultured oysters in 100 B.C. In Nova Scotia, oysters were being cultivated 100
years ago.
Aquatic farming has been increasing around the world as countries strive to meet growing demands for
protein foods. Aquaculture facilities exist in every Canadian province and territory. The Canadian
aquaculture industry generates hundreds of millions of dollars annually in revenue and employs thousadnds
in aquaculture and in supplies and services.
Is Aquaculture Important for Nova Scotia?
Nova Scotia is closely identified with the sea. The vast majority of Nova Scotians live near or on the coast,
and many make their living from the sea through traditional fishing activities and more recently
aquaculture. With over 7000 kilometers of varied coastline, Nova Scotia provides many areas suitable for
culturing a variety of marine and freshwater species.
Nova Scotia has an important fishing industry. In fact, Nova Scotian companies export
hundreds of millions dollars worth of seafood products each year to countries around the
world. Aquaculture is helping many fishing communities diversify industrial activities and
create employment opportunities.
In addition to jobs directly associated with aquaculture operations, there are significant spin-off
benefits for businesses that manufacture fish feed, netting, boats and other equipment. Fish plants, which
often drive the economy of coastal communities, also reap the benefits of processing aquaculture products.
Fisheries Project - Leader Resource 2002 - Unit 3
1
How Is Nova Scotia Developing Aquaculture?
The Nova Scotia Department of Agriculture and Fisheries is the lead agency for aquaculture development
in the province. The department issues leases and licences for aquaculture sites. Currently, there are a few
hundred licenced sites in the province.
The Aquaculture Division of the department provides information, technical expertise and
technology transfer to aquaculturists. Field staff work with finfish and shellfish farmers to solve problems
and improve production. The department also carries out applied research and development projects that
support aquaculture development for species currently cultivated and for species that show a potential for
farming such as halibut and cod.
The government is committed to developing aquaculture in partnership with industry and coastal
communities.
Where is Aquaculture Happening?
Currently, there are a few hundred issued aquaculture sites in Nova Scotia. What makes Nova Scotia
different from other provinces is the range of different types of species and places where aquaculture is
practiced. Check out the aquaculture mapping site at: www.gov.ns.ca/nsaf/aquaculture/aquamap.htm.
The Gulf of St. Lawrence/Northumberland Straight area has traditionally been an excellent place to grow
American Oysters and this activity continues today.
The Bras d'Or Lakes in Cape Breton has the largest concentration of American Oysters in the
province. Ideal habitat combined with warm waters of 22°C (72°F) provides excellent
growth rates and natural seed regeneration to give this area great potential for oyster
culture. Rainbow Trout leases also exist in areas of the lakes and have for many years.
This is due in part to the existence of two hatcheries that have supplied farms with young fish
to grow out on their sites. Today there are several private hatcheries throughout the province that supply
fish farms with fingerlings (young trout) and smolt (young smolt). Coastal areas of Cape Breton have
several areas that have sheltered coves and harbours where mussels and scallop farms exist.
The Eastern Shore area from the Strait of Canso to Halifax has clean, cold water that currently supports
Blue Mussel and Sea Scallop culture and is predicted to be a promising area for Steelhead Salmon in the
future.
The South Shore area from Halifax to Yarmouth is characterized by good currents and warm water
temperatures, both excellent conditions for Blue Mussels, European Oysters, Steelhead Salmon and Sea
Scallops. There is also a lot of activity related to Steelhead Salmon in the Lobster Bay area.
Atlantic Salmon require relatively warm water throughout the winter. For this reason, areas
acceptable for year-round farming are limited. Areas include the Annapolis Basin, Shelburne Harbour and
parts of St. Margaret's Bay.
Nova Scotia also has great potential for growing many other types of species
such as sea urchins, Atlantic Halibut, haddock, flatfish and sea plants in areas
where water conditions are suitable.
Fisheries Project - Leader Resource 2002 - Unit 3
2
How Do Communities Get Involved in Aquaculture?
The department works with communities through Regional Aquaculture Development Advisory
Committees (RADACs) to establish sites and resolve potential conflicts among users of coastal resources.
The RADAC’s exist currently in several coastal areas within the province and consist of 15 - 25 people
who represent the interests of the area. These may include local MLA’s, marine users such as fishermen,
boaters and waterfront landowners as well as other interested individuals.
These community-based organizations provide an important forum for interest
groups to voice opinions and concerns about aquaculture projects proposed
for their area. RADACS are an important source of information and feedback
from communities to the provincial Agriculture and Fisheries Minister.
The RADAC reviews aquaculture applications to determine if they are suitable for the proposed site and
if there are any conflicts with other user groups. The organization then passes its recommendations to the
minister, who makes the final decision on issuing a lease and license.
This approach has been highly successful in introducing aquaculture into new areas and in resolving user
conflicts. It gives residents an opportunity to take control of aquaculture development in their area and it
provides the department with much-needed local input.
How Does Aquaculture Work With Nova Scotia's Traditional Fishery?
The traditional fishery is a major industry in Nova Scotia with an annual market value approaching one
billion dollars.
Aquaculture works with the traditional fishery, and offers coastal communities new opportunities for
diversifying their economy and creating jobs. Many coastal communities, particularly those with a history
of traditional fishing, have wharves, slipways, gear sheds and other fishing infrastructure that can
be used by aquaculturists as well. People, particularly fishers, living in these communities
possess good knowledge and the experience of working on the ocean and can extend that
expertise to aquaculture activity.
Sites that are chosen for aquaculture along the coast of Nova Scotia are screened to ensure
they are not traditional fishing areas that would conflict with the fishing industry.
In fact, traditional fishermen are taking advantage of the new opportunities in aquaculture. Some are going
into aquaculture as a full-time business while others see aquaculture as a way to diversify their fishing
activity.
How Do I Start an Aquaculture Site?
If you are interested in starting your own aquaculture site contact the Fisheries Representative at the
nearest Nova Scotia Department of Agriculture and Fisheries office to request an application package.
The Fisheries Representative will check the hydrographic chart for possible conflicts and the classification
(shellfish only) of the area. The applicant should consult with the department's Fisheries Representative and
Aquaculture Division in preparing the proposal and application.
Fisheries Project - Leader Resource 2002 - Unit 3
3
The application package must be completed and returned to the local Fisheries Representative.
And must include:
•
•
•
Application fee (cheque or money order made payable to Minister of Finance)
Completed application form and development/business plan;
A 1:10,000 digital planimetric plot or orthophoto with the site drawn to scale.
All relevant information regarding the operation is included in the application to ensure prompt and proper
review by the various government agencies. Incomplete applications will not be accepted.
Once the completed application is given to the Fisheries Representative they forward the completed
application package and application fee to the Nova Scotia Department of Agriculture and Fisheries office
in Halifax for review by staff. If it meets basic criteria it will be given a site number and submitted to the
full review process.
All applications will be reviewed by:
•
•
•
A technical/financial committee made up of Nova Scotia Department of
Agriculture and Fisheries staff,
A network of federal and provincial review agencies and,
A Regional Aquaculture Development Advisory Committee (if RADAC is
established). If there is no RADAC, a public hearing may be held to allow for
public consultation.
Approval or rejection of the application by the Minister of Agriculture and Fisheries is based on
information and recommendations received during the review process.
All site coordinates are verified by the Fisheries Representative with the applicant present at the site.
Documents are only issued when site coordinates are verified. The lease/licence will not be considered
issued until all copies of lease/licence documents and fees are returned and signed by the Minister of
Agriculture and Fisheries.
The licence plate will be mailed out when the documents have been issued for the applicant to display at
the aquaculture site.
Aquaculture lease/licence fees vary according to the type of fee requested such as application fee, yearly
license fee (U-Fish, all others), yearly lease fee, lease/licence assignment/ amendment/ renewal fee, etc.
Apply for Funding
Loans are available through the Nova Scotia Fisheries and Aquaculture Loan Board to develop and sustain
aquaculture for finfish, shellfish and seaplants. Note: Motor vehicles, real estate and feed are
not eligible.
Fisheries Project - Leader Resource 2002 - Unit 3
4
To apply for a loan the applicant must be a Canadian citizen and a resident of Nova Scotia and show
evidence of competency in aquaculture. Financing is available for salmonid seed
stock; shellfish seed/spat; collection materials, grow-out equipment and materials;
and rafts, buoys, floatation devices, anchors, nets, cages for finfish grow-out, small
boats, outboard motors and onboard gear handling devices
Aquaculture working capital loan guarantees for feed or operating costs are available through the chartered
banks. The amounts are flexible, bank rules apply, and the line of credit must revolve through each
growing cycle. For more information on loans, contact:
Fisheries and Aquaculture Loan Board
Nova Scotia Department of Agriculture and Fisheries, Box 2223, Bank of Montreal Tower, 6th Floor,
5151 George St., Halifax, Nova Scotia, B3J 3C4 ............................
Phone: (902) 424-4560
Other financing options for both start up and existing aquaculture businesses are found on the Nova Scotia
government website at: www.gov.ns.ca/nsaf/aquaculture/application/funding.htm#1
Career Opportunities
Should I Consider Aquaculture?
If you enjoy working with animals, particularly fish, are willing to work outside in any kind of weather,
love being around the water, have a love of nature and enjoy trying new things, aquaculture may be the
field for you. With the world population destined to double by 2025 A.D., the
demand for fish is expected to increase to an estimated 162 million metric tons
(178.2 imperial tons) per year, far exceeding the available supply of 85-95
million metric tons (93.5 - 104.5 imperial tons) from the wild fishery. Huge
opportunities for the farming, marketing and processing of many varieties of
fish are opening up throughout North America.
Where Will It Take Me?
Career paths in aquaculture are still evolving as this relatively new industry grows. Converting from a
harvest to a husbandry approach to fish production will demand not only greater
technical knowledge but also specialized business skills in accounting, farm business
management, marketing, distribution and international policy. At present, opportunities
exist for entrepreneurs to take advantage of the growing demand for fish. As the
aquaculture industry expands, more career opportunities will open up in the areas of
research, teaching, consulting, processing and sales.
Can I Make a Good Living At It?
With steady growth and good record keeping, your farm can grow to provide a solid, sustainable business.
It's not a get-rich-quick scheme. Some farms take a few years before species are ready for harvest, but like
the family farm of generations ago, aquaculture operations can become a family-run business that grows
with them. Other areas besides fish farming can offer many career opportunities. Employment in this
industry is, at times, strenuous, and involves both indoor and outdoor work. In Atlantic Canada the work is
largely related to trout, salmon, mussels and oysters, although other species are cultured on a smaller scale.
Fisheries Project - Leader Resource 2002 - Unit 3
5
Where Can I Learn More?
The Nova Scotia Agriculture College
The Nova Scotia Agricultural College offers a comprehensive four year undergraduate program in
aquaculture with some examples of career opportunities being an aquaculture farmer, hatchery manager,
nutritionist, researcher, instructor or consultant.
Contact the
Office of the Registrar
Nova Scotia Agricultural College
P.O. Box 550
Truro, Nova Scotia, Canada
B2N 5E3
Phone: (902) 893-6722, 893-6723
Fax:
(902) 895-5529
Email:
reg_info@www.nsac.ns.ca
Website:
http://www.nsac.ns.ca
The Nova Scotia School of Fisheries
In this one year program, students learn all the basic skills of husbandry of freshwater and marine
organisms being farmed commercially or for enhancement programs in eastern Canada. Technical
aspects such as water quality analysis, animal nutrition, farm management and disease diagnosis and
treatment are emphasized. Designing and maintaining nets and enclosures for marine farms are also
covered. In addition, students gain knowledge in managing the day-to-day business records of an aquatic
farm.
Graduates may seek employment with private aquaculture operations, government operations and with
experimental aquatic farms. You may also become self-employed, owning and operating your own
aquaculture operation.
Nova Scotia School of Fisheries
P.O. Box 700
Pictou, Nova Scotia
B0K 1H0
Phone:
Fax:
E-mail:
Website:
(902) 485-8031
(902) 485-7065
nssf@gov.ns.ca
http://www.nscc.ns.ca
Fisheries Project - Leader Resource 2002 - Unit 3
6
Nova Scotia Aquaculture Species Information
There are three groups of species currently under culture in Nova Scotia - Finfish, Shellfish, and Other.
Finfish
Some of the most common finfish farmed in Nova Scotia are :
Atlantic Salmon
"The leaper" or Salmo salar is well known for it's beauty of form and it's spirit.
The Atlantic Salmon has an elongate, somewhat laterally compressed body, a
large mouth, fairly large scales, and a fleshy adipose fin on the back just in front of the
tail fin. An average adult weighs anywhere from 2 - 10 kg (4.4 - 22 lbs), although some grow to much
greater sizes.
The average length of the salmon is 50 - 100 cm (20 - 40 inches). From parr (small juvenile) to adult, the
Atlantic Salmon changes color several times, ranging from black to silver. The first Atlantic Salmon fish
farm opened in Norway in the 1960's. Since it's humble beginnings, Atlantic Salmon aquaculture has
expanded to meet the growing world demand now facing the salmon market.
Salmon are anadromous, meaning they spend most of their adult lives in salt water, but must return to fresh
water to spawn. Fish farmers have mimicked this natural life cycle when developing the techniques for
culture.
Production Life Cycle:
'
Freshwater
Atlantic Salmon spawn two or three times in their life. Eggs and milt are extracted from the fish
by anesthetizing the fish and running the hand down the belly of the fish to squeeze out the
eggs and sperm. Freshwater hatcheries collect eggs and milt (sperm) from their broodstock
(mature fish) in November and the eggs are fertilized. The are incubated at varying water
temperatures.
In late winter or early spring they hatch as sac fry. They begin to feed on special starter diets
and are kept in tanks designed for feeding. Once they reach a sufficient size, the salmon
are graded for uniformity and size and transferred to rearing tanks in May or June. They
are now at the parr stage and feed throughout the summer, until fall, when they are
graded again to select potential smolt (or fish that adapt to a saltwater environment). It can take up to a
full year for this to happen for Atlantic Salmon.
'
Saltwater
Smolts are transferred to saltwater pens in the spring when they have reached a weight of about 80 grams
(3 oz.). The smolts are then placed in sea cages (net enclosures supported by floating frames made of
plastic, steel, aluminum and wood). They are fed a special protein rich diet of fish meal and fish oil until
they reach market size, between 4 - 4.5 kg (8 - 10 lbs). This is usually 14 - 18 months later.
Fisheries Project - Leader Resource 2002 - Unit 3
7
'
Feeding Habits
In the wild, Atlantic Salmon feed on a wide variety of fish and crustaceans. But in the hatchery, their feed
is mostly made up of fish meal and fish oil. This is formulated to provide proper nutrition for each stage of
development.
'
Growing Techniques
Atlantic Salmon are reared to smolt size in shore-based fresh water hatcheries and then
transferred to floating sea cages. They remain in the cages for about 18 months, until
they are ready for market. At this time they weigh between 2 - 5 kg ( 4.5 - 11 lbs).
'
Farming Areas
The Atlantic Salmon is farmed mainly in Norway, Chile, Scotland, Canada and the United States. The
industry continues to grow in Nova Scotia with potential for the farming of species other than salmon and
trout. Since Atlantic Salmon require relatively warm water throughout the winter, only selected areas in
Nova Scotia are suitable for year round production. They are grown primarily in the Bras d'Or Lakes, the
Annapolis Basin, Shelburne Harbour and parts of St. Margaret's Bay.
Steelhead Salmon
Steelhead Salmon are actually rainbow trout that are raised in saltwater. The Latin name is
Oncorhynchus mykiss. Steelheads have a long body and their coloring ranges from bluish to yellow-green,
brown or black. They are characterized by a silvery sheen. These finfish are natives to the
west coast and are a relative of the west coast salmon. In the wild, Rainbow Trout
migrate to saltwater from freshwater streams and return to freshwater to spawn
when they are mature. Steelheads were first cultured in Nova Scotia in the 1970's,
Cape Breton being the first aquaculture site.
Life Cycle:
'
Freshwater
Steelhead start their lives in freshwater and are reared similarly to Rainbow Trout. When steelheads reach
100 grams (3.5 oz.) they are ready to be transferred to saltwater. Some steelheads are grown to 450 grams
(16 oz.) before they are moved to saltwater cages. The fish are transferred in May and go through the final
grow-out over the summer and fall.
'
Saltwater
The fish are grown in net-pens in saltwater. They are placed in the pens in spring (April-May) and grow to
market size, which takes between six and nine months. Harvesting is between September and December at
which time the fish are between 1 - 3 kg (2.2 - 7 lbs).
Fisheries Project - Leader Resource 2002 - Unit 3
8
'
Feeding Habits
Steelheads are fed a similar diet to the Rainbow Trout. This may be either dry or moist
food pellets. These contain 80 per cent fish meal and fish oil with added minerals and
vitamins. The diet provides a proper nutritional balance that promotes growth and
quality.
'
Growing Techniques
The saltwater growth takes place in sea cages. These consist of a nylon mesh cage suspended from a
floating collar. This can be made from steel, wood, plastic or aluminum. The nets must be periodically
changed or cleaned of fouling organisms (seaweeds, mussels) which block the flow of water through the
cage.
'
Farming Areas
There is currently a lot of activity related to Steelhead Salmon in Nova Scotia. Farms are located in the
Pubnico and Lobster Bay areas and the Bras d'Or Lakes in Cape Breton. The Eastern Shore area of Nova
Scotia has clean, cold water that also supports a number of sites. See also Rainbow Trout.
Rainbow Trout
Onorhynchus mykiss is well known for its ability to adapt to different conditions. It is a member of the
Salmonidae family and native to the Eastern Pacific where it is found from Alaska
to Mexico. It is now in every Canadian province and was first introduced to Nova
Scotian waters in 1899. The size of the Rainbow Trout varies, but in Atlantic
Canada, the average weight is 0.5 - 1 kg ( 1 - 2.2 lbs). It has a long, slender body,
with an iridescent band running along each side from head to tail. The overall body color can range from
bluish to yellow-green, brown or black.
'
Farming Life Cycle
The cycle begins with harvesting eggs from selectively bred spawners. Once the eggs are
fertilized, they are placed in tanks for hatching. After they hatch, they are called sac-fry and
remain in the tanks, living off the energy reserves in the yolk sac, which is attached to the
belly. After four to six weeks, the fish are fed commercial food. Soon the fry
grow and reach the fingerling stage. They are fed a special diet and grow until they are
big enough to be harvested. It usually takes the trout between 12 and 18 months to reach
market size. The harvest size is generally 284 - 397 grams (10 - 14 oz.), commonly referred to
as "pan-sized." Rainbow Trout products are sold fresh whole, as fillets and smoked.
'
Feeding Habits
In fish farms, Rainbow Trout are fed food pellets. The pellets contain 80 per cent fish meal and fish oil with
minerals and vitamins added. Their diet is similar to the salmon diet. This provides proper nutritional
balance geared toward growth and product quality.
Fisheries Project - Leader Resource 2002 - Unit 3
9
'
Growing Techniques
First, eggs are placed in incubators where the rate of growth is controlled mainly by
water temperature. There are a number of incubator units, including troughs,
combi-tanks, stacked tray units, jars and baskets. After hatching, the fry are fed in
troughs or small, circular units where they are reared to a 1 - 5 gram (.04 - .2 ounce)
size. Next, they are transferred to rearing units. A number of methods are then used for
final grow-out. The facilities may include earthen ponds, cages in ponds, rectangular or
circular tanks or concrete raceways.
'
Farming Areas
There are numerous hatcheries and grow-out ponds in Nova Scotia. Hatcheries and grow-out sites must
have adequate water supplies to be successful. These operations supply rainbow trout for U-fish or retail
markets, as well as seed stock for marine grow-out sites. See also Steelhead Salmon.
What Challenges Does the Producer Face?
Salmon are raised in the same environment as their wild cousins, with only a net keeping them ‘inside”.
Accidents, storms and predators have to be constantly protected against to prevent escape
of the farmed fish into the wild and the loss of profits for the company. Good husbandry
practices must be constantly maintained to reduce the incidence of disease on the farm.
Other challenges are competition from other countries producing the same type of fish.
Many countries do not have the same strict regulations that we do here in Canada and
they are able to flood the market with their product driving the price down. Also,
monitoring the water temperature and the effects of the farm on the surrounding environment is important
and another challenge to face.
What Happens After the Fish Leave the Farm?
Fish from farms are available to the consumer in under 24 hours. When the fish leave the farm they are
shipped live to processing plants, cleaned, packed in ice and sent to market. Fish are sold whole, in steaks
or as fillets, which requires removing the spine and skin. Fish must be refrigerated
immediately after harvest. Much of the farmed salmon and trout is sold on the domestic
market to restaurants and seafood markets. The rest is sold nationally and internationally.
Salmon can be eaten fresh as whole baked fish, grilled as steaks or barbecued fillets or it can
be smoked and served as an appetizer. Trout is popular as a pan fried dish. The demand for fish has
increased rapidly in the last few years. Fish contains many vitamins and minerals and is an excellent source
of protein and Omega-3 fatty acids.
Who’s Involved in Producing the FinFish?
'
'
'
'
Fish farmer
Fish Processors
Wholesalers, brokers, retailers
Government licensing agencies
Fisheries Project - Leader Resource 2002 - Unit 3
10
What Are Shellfish?
Shellfish are sea animals whose skeletons are on the outside of their bodies. The only shellfish
grown commercially are bivalves such as oysters, mussels and scallops, These shellfish
have two halves to their shells, connected by a hinge. A shellfish can open its shell to
filter water for its food or close up the shell tight for protection. All bivalves feed by
filtering water through siphons and collecting plankton in the gills. An oyster can filter 20
- 30L (4.3 - 6.5 gal) of water a day.
All bivalves spawn at specific water temperatures and the eggs takes five to six hours to hatch into larvae.
This larvae is mobile for about two weeks. During this time it will find a place to settle and grow. Shellfish
then are allowed to attach themselves to a cultch, then are transferred to growing areas and harvested
when they reach the right size.
Shellfish are grown in salt water. When the larvae of bivalves (e.g.,oysters and mussels) firmly attach
themselves to some sort of substrate they don’t generally move from that location. Scallops are free to
move along the bottom of the ocean in the wild. Some of the most common shellfish produced in Nova
Scotia are as follows.
Sea Scallops
Sea Scallops are called giant scallops in some areas, where they are known as the King of Scallops. Their
Latin name is Placopecten magellanicus and they can be found in the eastern North Atlantic from
northern Gulf of St. Lawrence and northern Newfoundland to Cape Hatteras, North
Carolina. The Sea Scallop is a bivalve, it has two valves or shells. Both are round,
almost equal in diameter, and held together by a small, straight hinge and the adductor
muscle. The lower valve is white or cream in color and the upper is usually reddish.
Inside these shells is the "meat" (the adductor muscle), which is the part of the scallop
commonly eaten in North America.
'
Reproduction
Sea Scallops usually spawn in late summer or early fall. Eggs and sperm are released in what looks like a
white or orange cloud in the water. Fertilization of the eggs is external.
'
Life Cycle
A few hours after fertilization, the embryo develops a small cilia, fine hairs, and starts to swim. Within 48
hours, it develops into a trochophore larva. It feeds on small phytoplankton cells and soon develops a
larval shell with a distinct “D” shape. At this stage the scallop is called veliger larvae and it swims, feed and
grows. In four to five weeks it reaches the pediveligar stage and is 0.4 mm (1/32 inch) long. It finds a place
to settle, anchors itself securely and grows into a mature scallop.
'
Feeding Habits
In shellfish farms, Sea Scallops feed on phytoplankton and other particles. The food is captured by the gills
and transferred to the labial palp (located at the forward end of the gills) where it is sorted for digestion.
Fisheries Project - Leader Resource 2002 - Unit 3
11
'
Growing Techniques
Sea Scallop farming is a process that goes through certain steps. First spat are collected from the wild or
from hatcheries. Scallops are set in tanks on a filamentous material, or cultch. Once they reach about 5
cm (2 inches) in diameter, the cultch is bagged. When the scallops are bigger, they are removed from the
cultch and placed in trays or lantern nets which are suspended from rafts for grow-out to harvest in the
ocean. The juvenile scallops are then grown in hatcheries and suspended on long lines using fine mesh
lantern nets or pearl nets.
The final step is to grow them out in the ocean. A number of methods can be used. One is Chinese lantern
nets. Another technique involves passing loops through small holes drilled in the outer edge of the scallop
shell and hanging them from the long line. Waterproof adhesives are a third option and growing scallops on
the sea floor (bottom culture) is the fourth. Growth varies from site to site, but with suspended culture,
scallops usually take 18 months to two years to grow to market size.
'
Farming Areas
The eastern shore of Nova Scotia from the Strait of Canso to Halifax has clean, cold water that currently
supports sea scallop culture. The South Shore area from Halifax to Yarmouth is known for its good
currents and warm water temperatures, factors that also support sea scallop farming. Additionally, coastal
areas of Cape Breton hold promise for farming the sea scallop in the future.
American Oyster
Depending on where it is grown, the American oyster may also be known as an Atlantic or Eastern Oyster.
Its Latin name is Crassostrea virginica and it is native to the North American coast. A hardy species, this
oyster can live in a range of temperatures from -2/C to 32/C ( 28 to 90°F). It has a
thick shell with a rough, sculptured appearance and varies in color. Usually it is a
mixture of brown, gray, green and white shades. Most American Oysters take
between four and seven years to reach market size, and there are records of 100
year old oysters found in the waters of the Bras d'Or Lakes.
Fisheries Project - Leader Resource 2002 - Unit 3
12
'
Reproduction
American Oysters spawn in summer when the water warms up to above 20/C (68°F). The oysters release
eggs and sperm into the water at intervals over a period of four to six weeks. Fertilization takes place in
the open water and cell division begins.
'
Life Cycle
The fertilized eggs of the oyster first develop into microscopic larva. Within 24 hours, they form a shell and
develop organs to help them swim and feed. This consists of a disc covered with vibrating hairs. For the
next three weeks, the larva swims and feeds on microscopic plants in the plankton community. Soon
the oyster reaches the size of a grain of pepper and it searches for a place to settle. It then attaches itself
and remains there to grow into a mature oyster.
'
Feeding Habits
American Oysters feed primarily on plankton, microscopic plants and animals in the water. When water
conditions are favorable, the oysters feed almost continuously.
'
Growing Techniques
Off-bottom culture is commonly used in the Maritimes. This technique uses rafts, floating longlines and
fences.
Cultch (a substance used to attach spat) is strung like beads on wire or
nylon rope. This is then suspended above the bottom to collect the setting
larvae. The collected spat are grown in suspension until they reach the
desired length. Finally, they are separated from the cultch and either planted
on the bottom or placed on trays that are suspended in the water. Held in
suspension, the oysters grow quickly and develop plumper meats than
those bottom grown.
'
Farming Areas
The Northumberland Strait shore area of Nova Scotia has traditionally been an excellent place to grow
American Oysters and this activity continues today. The Bras d'Or Lakes in Cape Breton have also been a
popular place for farming American Oysters for many years.
European Oyster
The European Oyster goes by the Latin name Ostrea edulis. It has a great reputation and is
served in fine restaurants all over the world. Although native to northern Europe and the
Moroccan coast of North Africa since Roman times, the European Oyster was only
introduced to Nova Scotia in 1973.
Fisheries Project - Leader Resource 2002 - Unit 3
13
The shell is similar to the American Oyster, but flakier in texture and more evenly rounded with a wavy
edge. The European Oyster is pinkish white in color, sometimes with purplish pink margins.
'
Reproduction
European Oysters are usually ready to spawn when they are two years old. Spawning is seasonally
controlled and gonad (reproductive gland) development occurs in late spring. A unique feature of this
species is its ability to develop both male and female gonads in the same spawning season. If food
remains available and temperature is adequate an oyster may develop eggs after having spawned as a male,
or vice versa. When spawning occurs, females retain the eggs within their shells. Males release sperm into
the water which is drawn in by the female and fertilization occurs.
'
Life Cycle
After fertilization the eggs remain in the female's shell for one or two weeks living off food stored in the
egg. When they are about 0.18 mm (3/4 inch) in size the female releases the larvae and they begin feeding.
They continue to feed and develop until they are approximately 0.32 mm (1/32 inch) in size and ready to
set on a suitable surface. The larvae are now called spat and undergo metamorphosis. During
metamorphosis they lose some of their larval organs and develop adult organs such as gills. After this
change, the juvenile oysters resemble adults and grow according to food availability and temperature.
'
Feeding Habits
European Oysters are filter feeders. As water passes over their gills, particles in the water (such as
phytoplankton) are trapped on the gill surfaces. This is transferred to the labial palps where it is sorted for
digestion.
'
Growing Techniques
European Oyster culture begins in a hatchery. Fertilization takes place in tanks and plastic discs are
provided for the larval oysters to set on. About 12 hours after setting on the discs, the oysters are scraped
off. These juvenile oysters are now about 0.32 mm (1/32 inch) in size and they are moved to upweller
tanks where they feed on algae. They usually remain here for two or three weeks until they reach 5-15 mm
(1/4 - ½ inch).
In June the oysters are placed in seed trays in the ocean. They spend 1-2 months growing in these wooden
trays until they are 2-5 cm ( .8 - 2 inches) in size. For final grow-out they are placed in lantern nets or mesh
bags. It usually takes between 36 and 48 months for oysters to grow from hatchery to market size.
'
Farming Areas
In Nova Scotia, European Oysters are farmed in the area from Halifax to Yarmouth. This is an area known
for its good currents and warm water temperatures, conditions that make it suitable for growing this
species. Select areas on the eastern shore may also be suitable for European Oyster farming, where
environmental conditions are optimum.
Fisheries Project - Leader Resource 2002 - Unit 3
14
Blue Mussels
Coastal dwellers have feasted on Mytilus edulis, a member of the Mytilidae family, since
before recorded time. Mussels are bivalve shellfish that grow quickly and profusely, two traits
that make them ideal for aquaculture. They have two identical, convex shells. These
shells are elongate, triangular and joined by a rubbery hinge ligament on the upper side.
A commercial sized mussel takes 18-24 months to grow to about 50 mm (2 inches) and
at this size can pump 4 litres (1 gallon) of water an hour.
'
Reproduction
Mussels usually become sexually mature in late spring or early summer. Following some
spawning stimulus, most mussels release some or all of their eggs and sperm in what looks
like whitish or orange clouds in the water. Fertilization is external and in a very short time
all the eggs are fertilized. The fertilized egg divides rapidly into a microscopic mass of cells.
The average mollusc produces several million eggs.
'
Life Cycle
Once fertilized, it only takes five hours for the embryo to develop a small cilia and begin to
swim. After 48 hours, it develops into a trochophore larva. It feeds on small phytoplankton
cells and begins to develop the larval shell which has a distinct D shape.
The next stage is the veliger larvae. In 3 to 4 weeks, the mussel grows to 1/4 mm in size. The larva
develops a foot and gills and is ready to change into a juvenile mussel. It settles on a suitable
hard substrate, such as a rock, wharf or boat, extends the foot and withdraws the velum.
Finally, it secretes byssus threads and anchors itself to the surface where it will grow into a
mature mussel.
'
Feeding Habits
Mussels are suspension feeders, they feed by actively filtering particles from the water. Phytoplankton cells
are the main source of food and decomposed macrophytes or resuspended detritus may also supplement
their diet.
'
Growing Techniques
In eastern Canada, mussels are usually cultured on long lines. These are typically 182 m (600 foot) ropes,
anchored securely at both ends, and supported by floats tied at intervals
along their length. Growers generally use concrete or salvaged railroad rails
for anchors and lobster trap buoys for floats. Mussel farmers need lots of
seed for a satisfactory harvest. Hundreds of plastic mesh or rope collectors
are hung on the long lines just before the spat are expected to settle in the
early summer.
By fall, most settled spat have grown to about 15 mm ( ½ inch). They are then stripped off the collectors
Fisheries Project - Leader Resource 2002 - Unit 3
15
and loaded into lengths of mesh tubing called socks. The socks are then taken to the farm and tied at
intervals onto another long line where they will grow to market size. This takes 18 months to 3 years,
depending on location, water temperature, and the availability of plankton.
'
Farming Areas
The Eastern Shore of Nova Scotia from the Strait of Canso to Halifax has clean, cold water that supports
Blue Mussel farming. The south shore area from Halifax to Yarmouth is characterized by good currents
and warm water temperatures, which are also excellent for growing mussels. Coastal areas of Cape Breton
also hold promise for mussel farming.
What Challenges Does The Producer Face?
Major constraints to the development of shellfish aquaculture includes the harmful algae outbreaks,
environmental concerns, development of new markets, maintaining water quality and finding sites that are
not competing with recreation or urban consumers.
What Happens When The Shellfish Leave the Farm?
Shellfish are marketed to restaurants and through seafood outlets. Many of the of the oysters grown in the
province are exported others are sold locally in shell and
served on the “half shell’. Scallops are mostly exported and
sold shelled as only the adductor muscle, the muscle that
moves the shell open and closed, is generally eaten. Most of
the mussels are sold within the province and distributed in the
shell, cooked that way and then shelled when ready to eat.
Who’s Involved in Producing Shellfish?
'
'
'
'
'
Shellfish Farmer
Processor
Wholesalers, brokers, retailers
Equipment manufacturers and suppliers
Government licensing agencies
New and Other Species
Researchers have been testing the following species and research indicates that they hold promise and
profits for fish farming in Nova Scotia.
<
•
•
Arctic Char
Sea Urchin
Halibut
•
Tilapia
Fisheries Project - Leader Resource 2002 - Unit 3
•
•
Haddock
Cod
16
Aquaculture Terms
Aquaculture:
The farming of aquatic plants in fresh or marine waters. It is the aquatic
equivalent of agriculture and often called ‘fish farming’.
Bedding Size:
The size of a mollusc which is normally distributed to bottom areas for
further growth.
Bivalve Mollusc:
An aquatic invertebrate animal with a shell. Common species grown in
Nova Scotia include American oysters, bay scallops, Blue Mussels,
European Oysters and giant scallops.
Brood Stock:
Adult organisms kept for breeding purposes.
Byssus Threads:
Tuft f strong filaments by which e.g., a mussel makes itself fast to a
fixed surface.
Cilia:
Small hairlike projections extending from certain plants and forming a
fringe.
Collector (Cultch):
A medium used to collect free swimming mollusc larvae by allowing
them to settle and attach themselves.
Detritus:
Rock fragments, etc., from disintegration.
Feed Stock:
Any form of flora or fauna used as food for aquacultural produce.
Flagella:
A long whip like strand or extension that enables organisms to move.
Invertebrate:
An organism without a backbone.
Larva:
The early form of an animal that is unlike its parent at birth or hatching
and gradually changes and adopts adult characteristics.
Macrophytes:
Large multi-cellular aquatic plants, e.g., kelp.
Mature Oyster:
An oyster which had reached the reproductive age and it large enough
for the food market.
Moult:
The shedding of an shell (in crustaceans).
Fisheries Project - Leader Resource 2002 - Unit 3
17
Phytoplankton:
Photosynthetic or plant constituent of plankton, mainly unicellular algae.
Rope Culture:
Growing molluscs on ropes suspended from rafts or anchored floatlines.
Seed Stock:
The early life stage of aquatic flora and fauna. It is collected or bought
by the farmer to use as the primary source of the aquaculture produce.
Setting:
The process by which mollusc larvae settle and attach themselves to a
substrate to begin their immobile stages of development.
Sock (Stocking):
A type of fish-net tubing sometimes used to contain certain molluscs
(articularly mussels) in suspended culture.
Spat:
The stage of development when the shellfish attaches itself to a
substrate (immediately following the free-swimming larval stage).
Substrate:
The base on which an organism lives.
Suspended culture:
Refers to techniques for growing molluscs using ropes, poles, socks, or
trays suspended from rafts, ropes or floats. Rope and long line culture
are commonly used in Nova Scotia.
Veliger Larvae:
Larval stage of many shellfish including oysters and mussels in which the
larvae develops a "velum" or foot -like structure which is used for both
swimming and feeding.
Water quality:
The chemical and physical characteristics of water that determine if it is
suitable for use. Flow, volume, pH, temperature, hardness, and ionic
composition for waters suited to fish farming.
Fisheries Project - Leader Resource 2002 - Unit 3
18
Activity Ideas
1.
Visit a shellfish or finfish aquaculture site.
2.
Visit the Nova Scotia Agriculture College or the Fisheries School at Pictou Campus of the Nova
Scotia Community College.
3.
Study the aquatic environment assessing factors that affect the maintenance of the environment.
Some topics to include are:
•
•
•
7.
Healthy water - what is it, it’s quality, how to restore it, basic needs of fish for
growth in the wild.
Life in the aquatic environment
Fresh or salt water environments
Cook planked salmon. Planking is an ancient Indian method of cooking which originally involved
grilling a fish on wooden plank propped up beside a bed of hot coals. Today it means baking the
fish, surrounded by vegetables, on an 2.5 cm (1 inch) thick plank of kiln-dried oak, ash or maple
with a design cut in the surface to catch the juices. During the process, the hot wood imparts a
delicious flavour to the fish. Planking is undoubtedly one of the most spectacular ways to present a
whole salmon for a special occasion. As a general rule of thumb, allow at least 225 g (½ lb) of fish
per person. Thus a 3 kg (6.6 lb) salmon with head and tail left on should serve eight people
generously.
You will need:
Method:
•
•
•
•
•
•
•
•
1 salmon, cleaned
Cooking oil
Lemon juice
Soya sauce
1 onion, sliced
Freshly ground pepper
Cherry tomatoes
Fresh, hot mashed potatoes
Carrot sticks, parboiled until tender
Place a cold plank in a cold oven and preheat for 10 minutes.
Remove plank and oil it well to protect from charring
while continuing to preheat oven to 218 °C (425°F).
Mix lemon juice, soya sauce and an equal quantity of oil
and brush well on both inside and outside of salmon.
Arrange onions slices and freshly ground pepper in cavity
of fish and lay it on the centre of the plank.
Place fish in the oven and bake for about 10 minutes for
every inch of thickness of the fish, basting occasionally with the oil, lemon and soya
sauce mixture.
When flesh flakes easily, remove fish from the oven, arrange parboiled vegetables,
mashed potatoes, and whole cherry tomatoes around it on the plank.
Return to oven under hot broiler fro a few minutes until the potatoes start to turn
golden brown.
Bring the fish and potatoes to the table on the plank and serve.
Fisheries Project - Leader Resource 2002 - Unit 3
19
Project Ideas
1.
Make a model of a fish cage.
2.
Raise salmon fry in an aquarium with assistance from Nova Scotia Department of Agriculture and
Fisheries and the Nova Scotia Salmon Association’s Fish Friends program. Check out their
website at www.novascotiasalmon.ns.ca/projectsandprograms/fishfriends.htm.
3.
If possible, 4-H members should visit a provincially run aquaculture facility such as Fraser’s Mills Hatchery in Antigonish County or McGowan Lake
Hatchery in Queens County. 4-H members should have a list of questions to answer to use to write up a report or do a display. This will help them
understand a lot more about how the facility is run and why they have chosen to use certain practices over others.
Example questions:
1.
What species are raised and why? What were the factors in choosing that species? (i.e., water type, flow rates, water temperatures).
2.
What numbers of species are raised? Why that number? i.e. space limitations, water limitations, temperature limitations (e.g,. in a pond summer temperatures
severely limit oxygen availability of the water thereby limiting the number of animals it can support)
3.
What water systems are used? Ground water or surface water? What are the extreme winter and summer temperatures? Is the water heated or filtered at
any time and for what reason? Do they use pumps or is the water gravity fed through the system? Is oxygen added to the water? How ? Is any of the water
re-used? Are any gases (nitrogen or carbon dioxide) removed from the water? How?
4.
How do they maintain fish health? Do they add anything to the water to keep parasites low - e.g., a low amount of salt? What are their most common
parasites or disease problems? What are the symptoms? How do they treat them?
5.
What is the production cycle in their facility: (e.g., in a finfish operation it may be - Import eggs - sac-fry - feeding fry - fingerlings - smolts - shipped to
saltwater cages for grow out - harves). What size are the species at the major stages (i.e., smolt, saltwater transfer, harvest)? When do they sell or ship them at what time of the year? How do they ship them? If they are transported to saltwater how do they ship them live?
Produce a rough diagram of the facility. Include all key areas: (i.e., hatchery, fry tanks, grow-out tanks etc.)
Fisheries Project - Leader Resource 2002 - Unit 3
20
Do A Display 6.
Fish health plays a large role in the profitability of an aquaculture operation. Choose a disease or fish health problem and create a display to inform the
public on it.
Do a display using the following ideas (or use your own ideas): How is the disease transmitted, stages of diseases, symptoms of the disease, how it is treated,
limitations of the disease/ parasite (e.g., sea lice are only found in salt water). Things that could prompt a disease outbreak (stress)- (i.e., temperature
fluctuations, overcrowding, low oxygen levels, over/underfeeding etc.). Common diseases: ISA, Vibrio, etc. Internet research, talking to a veterinarian or
contacting the Nova Scotia Department of Agriculture and Fisheries - Aquaculture Division at (902) 424-3735 would be helpful here.
7.
Do a display illustrating different methods of rearing shellfish - i.e., Compare two methods for rearing mussels or compare a common method of raising
mussels to a common method of raising oysters etc. What are the advantages/ disadvantages of each (space required, stocking densities, site layout showing
anchoring system for longline culture, cages, lanterns, etc.,
8.
Do a display on a specific species and how it is commonly raised. Include the water depth, salinity, seasonal temperature range, production lifecycle,
predators, (e.g., European Green Cab, Starfish, Rock Crab, etc, fouling organisms, and harvesting methods). Include drawings or pictures.
9.
Do a display on the different methods of cooking and storing fish. Include recipes, pictures of dishes made, food safety tips and a sample food item.
Beginning Trout Farmer
10.
4-H Members can rear quality fingerlings (5 to 10 g/ 2.5 cm + in size) to early market size (40 - 60
g/ 15 + cm). The number of fingerlings will be limited to the size of the pond, tank or horse trough
with the minimum size being one cubic meter with a maximum amount of fingerlings in 90 in three
cubic meters. The member will learn basic fish feeding, husbandry, basic physiology, handling, and
water quality. Exhibit either fish or photos of your experience at Achievement Day.
Fisheries Project - Leader Resource 2002 - Unit 3
21
Where To Go For More Information
Nova Scotia Department of Agriculture and Fisheries
4-H & Rural Organizations Section
Phone: (902) 893 - 6585
Fax #: (902) 893-2757
DeWolfe House
157 College Road,
Truro, Nova Scotia
B2N 2P2
P.O. Box 550
Truro, Nova Scotia
B2N 5E3
Aquaculture Division
Phone: (902) 424-3735
Fax #: (902) 424-1766
Bank of Montreal Building
5151 George Street, 7th Floor
Halifax, Nova Scotia
B3J 3C4
P.O. Box 2223
Halifax, Nova Scotia
B3J 3C4
Fisheries and Aquaculture Services Branch
Phone: (902) 424-4560
Fax #: (902) 424-1766
Bank of Montreal Building
5151 George Street, 6th Floor
Halifax, Nova Scotia
B3J 3C4
P.O. Box 2223
Halifax, Nova Scotia
B3J 3C4
Inland Fisheries Division
Phone: (902) 485-5056
Fax #: (902) 485-4014
91 Beeches Rd,
Pictou, Nova Scotia
B0K 1H0
P.O. Box 700
Pictou, Nova Scotia
B0K 1H0
Marine Fisheries Division
Phone: (902) 424-4560
Fax #: (902) 424-1766
Bank of Montreal Building
5151 George Street, 6th Floor
Halifax, Nova Scotia
B3J 3C4
P.O. Box 2223
Halifax, Nova Scotia
B3J 3C4
Fisheries Project - Leader Resource 2002 - Unit 3
22
Nova Scotia Agricultural College
Phone: (902) 893-6600
For NSAC department information see:
http://www.nsac.ns.ca/contacts/
P.O. Box 550,
Truro, Nova Scotia
B2N 5E3
Nova Scotia School of Fisheries
Phone: (902) 485-8031
Fax: (902) 485-7065
P.O. Box 700
Pictou, Nova Scotia
B0K 1H0
http://www.nscc.ns.ca
Fisheries Project - Leader Resource 2002 - Unit 3
23
Sources of Information
4-H Fisheries Project Manual - 1 & 2. Nova Scotia Department of Agriculture and Marketing. 1984.
American Oyster Fact Sheet. Nova Scotia Department of Fisheries.
W.B. Scott and M.G. Scott. Atlantic Fishes of Canada. Canadian Bulletin of Fisheries and Aquatic
Sciences No. 219. 1988.
Atlantic Salmon Fact Sheet. Nova Scotia Department of Fisheries.
Barnard, Murray. Sea, Salt and Sweat. Nova Scotia Department of Fisheries. 1986.
Blue Mussels Fact Sheet. Nova Scotia Department of Fisheries.
European Oyster Fact Sheet. Nova Scotia Department of Fisheries.
Fraser’s Mills Fish Hatchery. Nova Scotia Department of Agriculture and Fisheries. 2001.
Grow B.C., A Teacher’s Handbook on B.C.’s Agriculture, Fish and Food Business. British Columbia
Agriculture in the Classroom Foundation. 1994.
Let’s Go Fishing Guide. Fisheries and Oceans Canada and Canadian Coast Guard, 2001.
McGowan Lake Fish Hatchery. Nova Scotia Department of Fisheries.
Nova Scotia Fisheries Atlas. Nova Scotia Department of Fisheries, 1982.
Nova Scotia Fishing Map. Nova Scotia Department of Fisheries and Aquaculture, 1997.
Nova Scotia Sportfishing. Nova Scotia Department of Tourism and Culture, 1997.
Rainbow Trout Fact Sheet. Nova Scotia Department of Fisheries.
Steelhead Salmon Fact Sheet. Nova Scotia Department of Fisheries.
Take A Kid Fishing - Beginner’s Unit 4-H Leaders Guide. Ontario Ministry of Natural Resources, Ontario
Federation of Anglers and Hunters, Ontario 4-H Council. 2000.
Take A Kid Fishing - How To Have Fun and Catch Something, Too. Ontario Ministry of Natural
Resources, 1998.
Sea Scallop Fact Sheet. Nova Scotia Department of Fisheries.
Sensitive Habitats: Estuaries and Salt Marshes, Lakes, Rivers, Streams. Nova Scotia Department of
Fisheries.
Fisheries Project - Leader Resource 2002 - Unit 3
24