Ashley Meyer
Sustainable Fishing in the Pacific Northwest
Rationale
The need to understand environmental issues as they relate to everyday life
becomes more important each day. Without being aware of and comprehending
these issues, taking personal action often seems overwhelming or pointless.
Incorporating environmental education into everyday curriculum helps students
make informed decisions to protect the environment. Students need to be able to
see a clear connection between these crucial issues and their own lives.
Therefore, I have chosen to teach a unit about a vital part of the culture and
economy here in the Pacific Northwest- salmon and the fishing industry.
Students will begin the unit by learning about the lifecycle of salmon in order to
fully appreciate the beauty and complexity of a species that gives us
nourishment, both nutritionally and economically here in the Pacific Northwest.
We will observe live salmon, as the school has recently built a large tank and
filled it with young salmon. The students will learn about the lifecycle through
experiential, hands-on activities as well as independent research. The second
part of the unit focuses on a simulation that will clearly show the effects of
overfishing. We will have in-depth discussions on the causes and effects of
overfishing as well as how it is effecting our local environment through the
overfishing of salmon. We will end by researching and discussing possible
solutions for the future in order to ensure the health and safety of our
environment.
Learning Targets
Learning Target
1. Students will
understand the life cycle
of salmon in the Pacific
Northwest.
2. Students will
understand that there are
social, environmental,
and economic impacts of
Evidence
Students researched the
salmon lifecycle to
illustrate one stage of the
cycle. Students formed
groups to create a poster
illustrating the entire
lifecycle.
 4x4 illustration is
detailed and
accurate
 Group poster
accurately
represents the
salmon lifecycle
Students responded to
the reflection question:
Explain the factors that
affect management of
Assessment Instrument
Formative: Look at
posters to make sure
they are accurate.
Discuss any inaccuracies
as a class.
Formative: Check-in
Question (Step 14
below); check-in with
students while they pair
overfishing that
necessitate sustainable
fishing practices.
3. Students will
understand that there are
solutions to overfishing
and be able to use
resources to learn more
about them.
fish populations and
identify the goal of
sustainable fisheries.
 Response includes
at least two such
factors such as
population
increase,
technology,
pollution,
supply/demand
 Response identifies
the goal of
sustainable fishing
Students researched a
solution to overfishing
and participated in a
group presentation
summarizing their
solution.
 Poster and
presentation
accurately
summarize
solution and
include key points
 Students “voted
with their feet” to
decide which
solution is best
share responses to
questions 1-3 on the
Fishing Log Analysis
worksheet
Summative: Rubric for
the reflection question on
the Fishing Log Analysis
worksheet
Formative: Listen to
presentations for
accuracy and key points.
Listen to students
rationale for which
solution is best.
Individual Lesson Plans
1. Salmon and overfishing in the Pacific Northwest (LT 1)
Rationale
I will introduce the students to the topic of, salmon and overfishing in the Pacific
Northwest with a video about the lifecycle of salmon. Students will then study the
lifecycle of a salmon in depth by researching a specific stage, observing live
salmon, and working as a group to create a visual representation of the entire
lifecycle. I believe that learning about the life of a salmon, a fish that is so vital to
the local economy, ecosystem, and culture, will help to connect students to the
concept of sustainable fishing. Students will create a visual to further help them
understand the complete lifecycle of salmon.
 Introduction: Globe tossing activity
o Students will toss an inflatable globe to one another
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o Student who catches the globe will inform the class where their
thumbs landed- water or land. They will tell us their name and one
fun fact about them.
o We will use the water (~2/3) to land ration (~1/3) to introduce the
concept of fishing and its importance
Review schedule
Watch
video:
Lifecycle
of
a
Salmon
http://www.youtube.com/watch?v=5DqjsWsY8-g
Assign each student one stage of the salmon lifecycle
o Student will be responsible for independently studying their stage of
the lifecycle while groups of 4-5 students will walk to the salmon
tanks near the office at the school
Field trip to salmon tank
o Students will observe the live salmon, the life cycle poster next to it,
and the test tubes of various stages
o Students will fill out Observation Worksheet
Students will return to class and create a visual representation of their
stage of the lifecycle, complete with a detailed drawing and a short
description. (see stages in Appendix D)
Students will be assigned to a group where each stage is represented
Students will glue each picture onto a poster, creating a complete lifecycle
representation
Museum walk: students will walk around to see each of their classmate’s
posters
2. Overfishing Simulation (LT 2)
Rationale
Through a fishing simulation, students model several consecutive seasons of a
commercial fishery and explore how technology, population growth, and
sustainable practices impact fish catch and fisheries management.
Materials
Swedish fish, 30 per group
Small cups, 1 per student
Serving bowls, medium size, 1 per group
Spoons, 1 per group
Straws, 1 per student
Watch, for timing activity
Handout Fishing Log (Appendix B)
Handout Fishing Log Analysis (Appendix C)
The Activity
1. Go over vocabulary
 Define the following vocabulary words. Write the words and definitions on
the white board for the lesson. Have students repeat the words and
definitions to a partner.
 Sustainability- meeting the needs of the present without limiting the ability of
people, other species, and future generations to survive
 Tragedy of the commons- when one group of people depletes a shared
limited resource
 Deplete- to use up the supply of something; to lessen in number
 Replenish- to increase the supply of something; to increase in number
 Profit- the amount of money a company gains from selling goods
 Consecutive- in a row (explain how this relates to fishing seasons)
2. Tell students that today they’re going to go fishing and explore some of these
sustainability issues.
3. Explain the game rules:
 Each student will be a “fisher” whose livelihood depends on catching fish.
 Swedish fish represent the fish
 Each fisher must catch at least two fish in each round to stay alive.
 When the fishing begins, students must hold their hands behind their backs
and use the “fishing rod” (straw) to suck “fish” (Swedish fish) from the
“ocean” (bowl) and deposit them into their “boat” (cup).
 The fish remaining in the ocean after each fishing season represent the
breeding population, and thus one new fish will be added for every fish left
in the ocean (bowl).
4. Divide the class into groups of three or four students, assign each group an
ocean, and have each group choose a name for their fishing company.
5. Give each group one serving bowl and one copy of the handout Fishing Log.
Give each student one cup, and one straw.
6. Put 30 Swedish fish in each group’s bowl.
7. Say, “start fishing” and give the students 20 seconds for the first “season” of
fishing.
8. Have each fisher count his or her catch (Swedish fish in their cup). Have each
group total their numbers and record them in the Fishing Log chart.
9. Fishers who did not catch the two-fish minimum must sit out for the following
round.
10. Add one new fish for every fish left in the ocean (bowl).
11. Allow fishers to use their hands on the straws during the second session to
represent “new technology.”
12. After the second fishing season, give one fisher from each group a spoon
representing more new fishing technology such as trawl nets, sonar equipment,
et cetera. Continue the game for round three.
13. Ask, “What is happening to the fish population as we introduced new
technology?” (Formative assessment)
14. Repeat fishing, recording, and replenishing fish stocks until either sustainable
fishing is achieved or until all (or most) groups fish out their ocean.
15. Give each student a copy of the handout Fishing Log Analysis. Have
students complete the graphs and answers questions 1-3.
Reflection
1. Ensure that all students completed the handout Fishing Log Analysis and
answered questions 1-3
2. Have students pair share their answers to questions 1-3 on the Fishing Log
Analysis worksheet to prep for class debrief. (Formative assessment)
3. Use the following sample questions to lead a debriefing about the activity
(formative assessment):
 How did you feel when you realized that you had depleted your fish stock?
 How does this activity relate to real ocean and fishery issues?
 What happens to a resource when you have infinite population growth,
growing technology, and a finite resource?
 Are there any commonly owned resources in our region or community? If
so, what are some similar issues around them, and how can they best be
managed?
4. Have students brainstorm ways to practice sustainable fishing and research
solutions.
ASSESSMENT
Students will complete GRAPH 1 and GRAPH 2 using the CHART 1 and CHART
2. The charts are to be completed as a group and the graphs are to be
completed individually to ensure individual understanding and accountability. In
pairs, Students will answer the questions below the graphs. These questions
build up to the reflection question Explain the factors that affect management of
fish populations and identify the goal of sustainable fisheries.
RUBRIC for Reflection Question
Meets Standard
Almost There
Response reflected at
Response reflected two
least three such factors
such factors as
as technology,
technology,
environmental conditions, environmental conditions,
Needs Improvement
Response reflected one
such factor as
technology,
environmental conditions,
market prices, and
consumer choices
Response identified the
goal of sustainable
fisheries
market prices, and
consumer choices
market prices, and
consumer choices
Response did not identify
the goal of sustainable
fisheries
3. Solutions to overfishing (LT 3)
Rationale
Students must know how they can help solve the problem of overfishing.
 Students will watch a National Geographic video about overfishing.
http://video.nationalgeographic.com/video/environment/habitatsenvironment/habitats-oceans-env/declining-fish/
 Students will discuss the video and how it related to the simulation lesson.
Students will work in groups to research different solutions to overfishing.
o Groups will be assigned a particular solution to overfishing and will
be expected to research and present their finding with a poster to
the class at the end of the day.
 Solutions include:
o Sustainable seafood: Consumer Guide
http://wwf.panda.org/what_we_do/how_we_work/conservation/mari
ne/sustainable_fishing/sustainable_seafood/seafood_guides/ This
guide informs consumer on what types of seafood to buy and what
types not to buy due to overfishing.
o Catch Shares http://www.edf.org/oceans/catch-shares
o Reduce Ocean Pollution
http://greenliving.lovetoknow.com/Solutions_for_Ocean_Pollution
o Global Warming Solutions
 http://www.ucsusa.org/global_warming/what_you_can_do/te
n-personal-solutions-to.html
 http://www.nrdc.org/globalwarming/solutions/
 Groups will present the key ideas for their particular solution to overfishing
 Students will “Vote with their feet” to decide the best solution to overfishing
 Conclusion/Wrap-Up
Appendix A
Salmon Observation
Scientist Name: ______________
Observe the test tubes above the salmon tank. Draw what you
see in the test tubes below. Record any observations.
Observations:
Look at the salmon inside of the tank. Using the poster of
the salmon lifecycle to the left of the tank, answer the
questions below. Include specific evidence from the poster.
1. What stage of development are the salmon currently in?
Why?
2. What stage will they be in next? Why?
3. What stage were they in before the stage they are currently in? Why?
Appendix B
Fishing Log
Fishing Company Name:
Ocean Name:
Group Members:
Date:
Work as a group to fill out the chart before and after each consecutive fishing
season. (One per group)
CHART 1 Fish caught and replenished per season
# of fish at the # of fish
# of fish
Fisher who
start of the
caught during replenished
caught the
season
the season
most fish
Season 1
(straws- no
hands)
Season 2
(straws- with
hands)
Season 3
(one group
uses a spoon)
Finding profit:
Profit is the money your group gains from selling the fish it catches. Each group member
needs to eat two fish per round to stay alive, so you only profit from each additional fish.
For example, if my group catches 8 fish in Season 2 and we have 3 group members left,
we would profit from 2 fish. Each fish represents a catch that is sold for $1,000.00, so our
profit in Season 2 would be $2,000.00
Formula for profit:
Total # of fish caught – 2(# of group member left) = n
n is the number of additional fish
Profit = n(1,000.00)
Use the formulae to find your profit for each round and record it in the chart. You must
show your work in the boxes.
CHART 2 Profit per season
Profit Season 1
Profit Season 2
Profit Season 3
n=
n=
n=
Profit:
Profit:
Profit:
Appendix C
Fishing Log Analysis
Name:
Date:
Create the following graphs on a separate sheet of graph paper:
GRAPH 1: Use CHART 1 to graph the number of fish replenished per season and write
an explanation of your graph.
GRAPH 2: Use CHART 2 to graph the profit per season and write an explanation of your
graph.
Use the information from the charts to answer the following questions:
1. How did the number of fish caught per season change as new technology was
introduced?
2. How did the profit change as new technology was introduced?
3. Compare GRAPH 1 and GRAPH 2. What is the relationship between them?
Reflection Question: Explain the factors that affect management of fish populations and
identify the goal of sustainable fisheries.
What is great about this unit?
 Incorporates multiple learning styles
o Visual- videos, doc camera (modeling), charts and graphs, research
solutions, posters, “field trip” to salmon tank, art projects
o Auditory- videos, discourse, oral instruction and modeling, debate
solutions
o Kinesthetic- group work, simulation activity, art projects, “Vote with
your feet”
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o
o
o
o
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Integrates content areas.
Science
Math
Social studies
Art
Civic responsibility
 Balanced instruction
o Concepts- simulate overfishing
o Skills- charts and graphs practice; research
 Relevant
 Experiential, hands-on
 Group work and discourse
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o
o
o
Focuses on the big picture
Environmental issues
What students can do to help
Varying perspectives (not a black and white issue of morality)
Extension Activities
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Native American art- salmon headdresses
Debate solutions
Write solution proposals
Discuss related topics
 Fish farms
 Food chain
Visit fish farm
Watch Documentary: End of the Line