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www.aquaculture.govt.nz Aquaculture in Action - Teacher’s Guide �

Aquaculture in ActionTeacher’s Guide


Aquaculture in New ZealandPossible activities to use/respond to the Fact Sheets:

�. Picture DictationComplete a picture dictation with the students early in this unit. This activity allows you to introduce some of the key points to the students that they will encounter during the unit. This activity provides the students with a piece of work they can refer back to as they meet each of the key knowledge elements during the unit. It also provides a stimulus for student discussion and questions at the start of the unit of study.

Issue all students with a 3 x 3 grid so they can record in each grid a visual representation (see Appendix 2 for grid to photocopy).

Read each of the nine prepared statements (see Appendix 1) to the class allowing the students time to record the information shared in a visual way. Encourage the students to draw simple images or symbols and that the occasional word or number is OK. Stress that the students’ visual images do not need to be works of art.

After reading all nine statements students can share with a partner their understandings about what aquaculture is using their picture dictation as a prompt.

Students in small groups (4 – 6 students) then brainstorm any questions they now have about aquaculture.

Groups share their questions with another group/whole class.

Teacher to collate the class’ questions to refer to throughout the unit and/or use as the basis of individual student inquiries.

2. Vocabulary Word MapUsing the vocabulary word map explain what the word aquaculture means. You need to create your own definition of aquaculture.

Aquaculture

Definition in your own words Synonyms

Use it meaningfully in a sentence Draw a picture

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Use Fact Sheet 1 to help you define what this means.

Share/compare your definition with others.

Display definitions in the classroom.

Extension: what does the prefix ‘aqua’ mean. Find 10 other words that also have ‘aqua’ as a prefix. Explain what each of them mean.

For vocabulary word map template to photocopy for your students http://www.readingquest.org.

This vocabulary word map could be used for some of the following key vocabulary:

sustainability

biodiversity

�. Using Tony Ryan’s Thinking KeysUse the following thinking keys during your unit’s focus:

The question key The answer is aquaculture.

Generate 10 possible questions that would have ‘aquaculture’ as the answer.

The different uses key Find 10 different uses for a mussel.

The commonality key Find the similarities between an oyster and a book.

The A - Z key Compile a list from A – Z of words that have some relevance to aquaculture.

The alphabet key variation: Students compile a list of words from A – Z which have some relevance to mussels or to oysters or to salmon or to päua.

The picture key Make links between the picture of a sunhat and a päua.

The picture key variation: Students try to make links between the picture of sun block/sun cream and a mussel or sun umbrella and edible seaweed.


�. AquacultureUsing a T-chart or PMI table (see below) to record your discussion on the positive and negative aspects of aquaculture. Students could undertake this task individually, in pairs or in a small group.

You will need to refer to all seven of the Fact Sheets to gain a clear picture.

Positive Aspects of Aquaculture Negative Aspects of Aquaculture

• provides healthy food to eat

•

•

•

• competes with other uses on our coasts

•

•

•

Or after reading Fact Sheet 1 use a PMI to consider the impact of aquaculture

Positive points M inus points I nteresting points

•

•

•

•

•

•

Students could use this preliminary work to prepare an argument either for or against aquaculture. This could lead onto the class holding a debate.

Having completed a PMI analysis of aquaculture students could investigate further one of the points they noted of interest to them. They could undertake this work individually, in pairs or a small group presenting their findings to the whole class. This extension activity could also be set as a homework task.

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�. Comparing and Contrasting Two or Three Forms of AquacultureUsing a Venn diagram compare and contrast the measures salmon and mussel farmers take to farm their produce ensuring their produce is grown in environments that closely proximate the fish/shellfish’s natural environment.

Refer specifically to Fact Sheets 2, 3 and 4. You may also need to refer to Fact Sheets 1, 5, 6 and 7.

OR

Using a Venn diagram compare and contrast the aquaculture of New Zealand Greenshell ™ mussels and the marine farming of salmon or New Zealand Greenshell ™ mussels with Pacific oysters or the marine farming of salmon with Pacific oysters.

OR

Using the 3 circle Venn diagram (Appendix 3b) compare and contrast New Zealand Greenshell ™ mussels, Pacific oyster farming and the marine farming of salmon.

Having completed their Venn diagram students could write a summary paragraph which could cover:

What similarities are there? What differences are there?

You will need to refer to facts sheets 1, 2, 3 and 4 in order to complete this task.

Appendix 3a is a Venn diagram template for teachers to use if comparing two forms of aquaculture.

Appendix 3b is a Venn diagram template for teachers to use if comparing three forms of aquaculture.

�. Aquaculture Word List ActivityUse this activity to take a ‘snap shot’ mid way through the unit’s focus or as a summative task to note students’ understandings of the key concepts explored in your unit on aquaculture.

Photocopy off one sheet of the aquaculture word list off for each group of four students (see Appendix 4). The list contains some of New Zealand’s current aquaculture export products, possible products that could be farmed, the countries New Zealand exports aquaculture products to, environmental issues, and Mäori ecological perspectives. Students however may come up with their own categories.

Cut up the word list and put these topic related words into an envelope per group.

Students in groups to discuss the key words and categorise them into groups of their own choosing.

Groups need to be able to justify their groupings and be able to explain them to another group and/or to the whole class.

Discuss as a class the different ways that groups had classified their words.

Helpful link: Gazette List of Fish Species that can be farmed (http://www.fish.govt.nz/en-nz/Commercial/Aquaculture/Land-based+Aquaculture/default.htm)


�. Fish ConsumptionUsing Fact Sheet 1 can you explain why Samoa and Kiribati have such high fish consumption per person compared to Australia and New Zealand?

In responding to this question you need to consider population size, the geographical features of the country, and potential societal factors.

You will need to use an atlas. You may also decide to undertake some research on each country including a web search.

8. FishIn New Zealand people have been actively encouraged to choose to eat white meat and fish as a protein source. Explore why this is the case and why there have been increases in fish consumption in New Zealand as noted in the table in Fact Sheet 1.

Helpful link: Health education resources (www.healthed.govt.nz)

9. MusselsPurchase fresh mussels for the students to study.

Are the students able to identify the growth rings on the mussel?

Identify male and female mussels. (Note: Mussels must be at least 60 mm long before they are sexually mature which is when males and females will be different colours.)

Dissect and identify the key features of a mussel.

Draw labelled diagrams of the shellfish.

Are the students able to identify the growth rings or ridged “stress” lines (which occur when the mussels are reseeded) on the mussel?

Can the students estimate the age of the mussel?

Helpful links:

Biology of the New Zealand Greenshell Mussel (Kutai, Kuku), A Learning Resource, Unit Standard 16340v2 by SITO, NZ Seafood Industry Training Organisation

(http://www.sito.co.nz/doclibrary/public/Aquaculture_Advisory/general/LRforUS16340-BiologyoftheNZGreenshellMussel.pdf)

Te Ara Encyclopedia of New Zealand – The mollusc family

(http://www.teara.govt.nz/EarthSeaAndSky/SeaLife/Shellfish/1/en)

8 Aquaculture in Action - Teacher’s Guide www.aquaculture.govt.nz

�0. Food Chains and Food WebsTo create a marine food chain/food web undertake some research on what feeds on a mussel.

You will need to know the mussels predators and what feeds on each of these animals to complete this task.

Refer to NZCER ARB task http://arb.nzcer.org.nz/

Assessment Resource Bank (ARB) tasks:

The following Level 4 assessment resource items can be used to support and scaffold students in their understanding of food chains and food webs:

LW 2015

LW 2048

LW 2046

LW 2039

LW 2038

LW 2004

LW2058

Refer also to:

Ministry of Education (2002). Building Science Concepts Book 21, Life between the tides. Wellington: Learning Media.

Ministry of Education (2002). Building Science Concepts Book 22, Tidal communities. Wellington: Learning Media.

Ministry of Education (2001). Making better sense of the living world. Wellington: Learning Media.

Topics are:

Earthworms Mosses and ferns Aquarium and pond life Microbiology

Ministry of Education (2006). Connected 3. The Secret Life of Estuaries. Wellington: Learning Media. This article explores food web ideas with a particular emphasis on the role of organisms that break down detritus. (rotting plant and animal matter).

www.mos.org/oceans/life/game.html – The Web of Life game

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��. New Zealand Greenshell ™ MusselDiscuss how New Zealand Greenshell ™ mussel aquaculture farmers try to replicate the natural environment of a mussel when they farm their mussels.

Why do they take such care over this?

Refer to Fact Sheet 2.

�2. Pacific OysterUsing an atlas locate a map of New Zealand. Locate the following Pacific oyster farming areas:

Kaipara Harbour Marlborough SoundsMahurangi Harbour

After reading Fact Sheets 2 and 3 what similarities do you notice about the collecting of oyster and mussel spat?Undertake some research of your own into the life cycle of an oyster. Present your findings as a labelled life cycle diagram.

Helpful links:

Outline the Pacific Oyster (tio) Farming Industry in New Zealand

(http://www.sito.co.nz/doclibrary/public/resources/LRforUS16672v2-PacificOysterFarming-newlog.pdf)

Australian Aquaculture Portal – Pacific oysters

(http://www.australian-aquacultureportal.com/industrygroups/oysters_pacific.html)

Statistics New Zealand – Bluff oyster resource

(http://www.stats.govt.nz/NR/rdonlyres/5A319C0D-315B-40D6-ABF8-51DEC950EF7E/0/BluffOysters.pdf)

New Zealand Aquaculture, July/August 2005

Oysters are a growing success: NZ Aquaculture Issue 06 July/August 2005 (http://nzaquaculture.co.nz/AQUACULTURE%2006.pdf)

��. Salmon FarmingOn a map of New Zealand identify the salmon farming areas of New Zealand.

Discuss with a partner or in a small group why you believe salmon is farmed in these areas. Discuss the environmental conditions you believe that salmon best live in and that salmon farmers need to consider when establishing salmon farms.

Refer to Fact Sheet 4.

�0 Aquaculture in Action - Teacher’s Guide www.aquaculture.govt.nz

��. Clean and GreenAfter reading Fact Sheet 5 explain in your own words why our ‘clean and green’ reputation in the world benefits our sales of New Zealand shellfish.

Design a PowerPoint presentation to a possible new overseas market outlining why buying and eating our shellfish is a truly healthy option.

or

Create with a partner on A3 paper an eye-catching display that captures the key reasons why our ‘clean and green’ reputation in the world benefits our sales of New Zealand shellfish.

Refer to Fact Sheets 2, 3 and 5.

Helpful link:

Teachers can refer to existing PowerPoint regarding New Zealand’s mussel industry at http://www.nzte.govt.nz/common/files/fbtaskforce-aquaculture.pdf

��. Te Reo MaoriWhat do each of the following te reo Mäori words mean:

kaitiaki kaitiakitanga

rähui rimurimu

kaimoana ika

kütai köura

tio karengo

With a partner create a symbol that best depicts what is meant by the term kaitiakitanga especially in relation to the foreshore and seabeds. Consider the colours you would use.

Pairs of students present their symbol to the class.

Display finished work.

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��. BiodiversityNew Zealanders need to consider with care the impact they have on their country’s marine biodiversity that includes the variety of life in ocean, sea and coastal environments.

In responding to this statement consider:

• how different types of aquaculture could change a coastal community by physically altering a habitat

• how human activity can seriously threaten some biodiversity

• how pollution can affect the sea, aquaculture and coastal communities.

Refer to Fact Sheets 2, 3, 4, 5 and 7.

Refer also to www.aquaculture.govt.nz and www.biodiversity.govt.nz.

��. Considering the EnvironmentWhen considering aquaculture, why do communities and potential marine farmers need to take into account the coastal environment?

Students will also need to consider the changes to the physical environment that may bring about changes to the living things in the environment.

Having identified and considered the above environmental issues students could develop an argument for or against the establishment of a new aquaculture farming business.

Refer to Fact Sheets 5 and 7.

Refer also to:

Ministry of Education (2002). Building Science Concepts Book 21, Life between the tides. Wellington: Learning Media.

Ministry of Education (2002). Building Science Concepts Book 22, Tidal communities. Wellington: Learning Media.

Ministry of Education (2001). Making better sense of the living world. Wellington: Learning Media. Topics are:

EarthwormsMosses and ferns Aquarium and pond life Microbiology

Ministry of Education (2006). Connected 3. The Secret Life of Estuaries. Wellington: Learning Media. This article explores food web ideas with a particular emphasis on the role of organisms that break down detritus. (rotting plant and animal matter).

See NZCER Assessment Resource Bank items listed in activity 12.


�8. Aquaculture and AgricultureHow much of New Zealand’s economy is agriculturally and aquaculturally based?

What changes have occurred over the last 100 years?

Explain those changes to our economy. In doing so consider our changing population in NZ, our dietary changes, the changes to who we export to.

Refer to Fact Sheets 1 and 6.

Helpful links:

www.aquaculture.govt.nz

�9. Silent Card Shuffle – a glossary taskUsing the glossary from the Fact Sheets have students in small groups undertake a silent card shuffle in small groups of 4 – 6 students.

Record the key vocabulary on one colour paper and the actual meanings of each word on another colour paper. Give each group a set of these cards well shuffled in an envelope.

As a group the students, in silence, must match up the meanings of the words with the actual word or concept.

This activity can be completed at the start of the unit and then later in the unit when students will have been exposed to many/all of the key concepts and vocabulary.

20. Marine Pest or New Aquaculture Product?There are some people and organisations in New Zealand that consider Undaria pinnatifida (an invasive brown kelp that is not native to New Zealand) a pest. There are other people in New Zealand who consider that the kelp could be farmed and that this would be good for the New Zealand economy. Currently preserved Undaria pinnatifida is imported into New Zealand at vast expense from Japan.

Consider both points of view before writing a persuasive letter to the editor or your local MP or an article for a magazine or newsletter stating clearly your point of view.

Use the persuasive writing exemplars with your students to agree the key features of a piece of persuasive writing.

Refer to: www.teara.govt.nz/EarthSeaAndSky/OceanStudyAndConservation/MarineInvaders/4/en,

www.biosecurity.govt.nz/pest-and-disease-response/pests-and-diseases-watchlist/undaria

www.starfish.govt.nz

Cuisine article “The Good Wakame” by David Burton (Issue 125, November 2007) at www.cuisine.co.nz


2�. Exploring RelationshipsUsing the drawing of a mussel farm (see Appendix 5) ask your students to add to the drawing living and non-living things that they might find in and near this ocean scene.

This task is adapted from one of two New Zealand Council of Educational Research (NZCER) Assessment Resource Bank tasks (LW 2061 and LW 2056) to explore with their students their understandings of interactions in an ecosystem.

This task could be used to provide diagnostic and formative information for a teacher.

Refer to http://arb.nzcer.org.nz.

22. Brochure DesignIn pairs students are to design an A4 brochure on Greenshell™ mussels or Pacific oysters or king salmon.

Agree with the students what their brochures need to include:

• information about the mussel, oyster or salmon’s life cycle

• information about the mussel, oyster or salmon in its natural habitat

• a labelled diagram of the mussel, oyster or salmon

• information about mussel, oyster or salmon aquaculture growing methods

• an exploration about the issues relating to mussels, oysters or salmon

• information about the key export markets for mussels, oysters or salmon

• other interesting facts/information

Teachers, with their students, could develop and agree together the success criteria for this task including design and layout and final presentation details.

Refer to Fact Sheets 2, 3, 4, 5 and 7.

Refer also to www.aquaculture.govt.nz for additional resources and links.

�� Aquaculture in Action - Teacher’s Guide www.aquaculture.govt.nz

2�. Summative taskUsing de Bonos’ thinking hats and a fishbone diagram (see template provided Appendix 6) for your students to explore the issues around aquaculture in New Zealand.

Use the six thinking hats to discuss “How can we best support the development of aquaculture in New Zealand?”

Yellow hat thinking: Positive, constructive thinking – the strengths, the good points, what are the advantages?

Black hat thinking: Analytical thinking – weaknesses, will it work? What are the disadvantages of this idea?

White hat thinking: Informative thinking – gaining the facts and figures. What are the facts? What information do we need?

Green hat thinking: Creative thinking – new ideas and designs, forecast future possibilities, alternative ways to solve the problem.

Red hat thinking: Emotional thinking – emotions, feeling, hunches, intuitions. How do different people or groups feel about the idea or solution?

Blue hat thinking: Organisational thinking – process of thinking. What thinking has been done to date? What do we need to do next?


Appendix �: Picture DictationStudents are each issued with the 3 x 3 grid (see copy following the nine-statement dictation).

1. Aquaculture is the raising of plants or animals in water.

2. Aquaculture can occur in costal waters, rivers, lakes, and even on land – in constructed pools or tanks.

3. In New Zealand our top four aquaculture products are Greenshell™ mussels, Pacific oysters, king salmon and päua.

4. Marine farming is an important part of New Zealand’s economy. In 2006 aquaculture accounted for $390 million in sales. In 2025 it is projected that the aquaculture industry will have grown to a one-billion dollar industry.

5. Aquaculture is thought to be the fastest-growing type of food production in the world. One of the reasons for this is that wild fish populations have levelled off or declined.

6. Aquaculture has great potential for growth in New Zealand as we have over 15,000 kilometres of coastline, cool enough waters to raise a variety of fish and shellfish, and a clean environment.

7. New Zealand’s waters are some of the cleanest in the world and because of this our shellfish are sought after by consumers.

8. Keeping our environment clean and weighing up the benefits of aquaculture against the impact on of our environment is very important. Ensuring the environment can sustain marine farming is an important consideration. The type of animal or plant grown, where the marine farm is located and what practices the marine farmer uses must all be taken into account.

9. Kaitiakitanga, the guardianship of our natural resources, is not only important for Mäori but all New Zealanders. All New Zealanders have a responsibility to provide for everyone and ensure everyone benefits from our natural resources.

�� Aquaculture in Action - Teacher’s Guide www.aquaculture.govt.nz

Appendix 2: � x � Grid


Appendix �a: Venn Diagram – Two Circles

Name: Date:


Appendix �b: Venn Diagram – Three Circles

Name: Date:

www.aquaculture.govt.nz Aquaculture in Action - Teacher’s Guide �9

Appendix �: Aquaculture Word List ActivityPhotocopy this word list off onto coloured paper/card. Cut up one copy of the list per group of 4 students. Give each student their prepared word list in an envelope.

sea lakes export

salmon Pacific oysters Greenshell™ mussels

coastline Japan rivers

red rock lobster farm run-off seaweed

polluted waters United States of America

päua


Australia Korea water quality

kaitiakitanga environment economy

aquaculture fishmeal rähui

resources yellowtail kingfish research

consumers ‘clean and green’ tidal flushing

kaitiaki scientists sustainability

www.aquaculture.govt.nz Aquaculture in Action - Teacher’s Guide 2�

Appendix �: Drawing of a Mussel FarmSpecial thanks to the New Zealand Council of Educational Research (NZCER) for allowing us to adapt two tasks from their Assessment Resource Bank (LW 2061 and LW 2056) for this project.

A drawing of the ocean has been started for you. What other living and non-living things might you find in and near this ocean? Draw and label as many ideas as you can think of to add to the drawing below.


Appendix �: De Bonos’ Thinking Hats and a Fishbone Diagram

Name: Date:

Yellow Hat Green Hat Red Hat

White Hat Black Hat Blue Hat

Explore the Issues of Aquaculture in New

Zealand using de Bonos’ six thinking

hats

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