LESSON 6:

FISHING FOR SOLUTIONS

INTRODUCTION

Fishing is an important industry, providing 

both food security and income for many 

people. At the same time, overfishing is one 

of the threats to our oceans if people are 

not careful of the impact of their actions 

while fishing.

LESSON SUMMARY

In this lesson, students work in small 

groups to learn about different fishing 

methods. They demonstrate these 

methods to the class and share the 

strengths and limitations of each method. 

Based on their understanding, they 

make a recommendation about the best 

fishing methods, then watch a video 

about American Samoa to learn how 

this community uses responsible and 

sustainable fishing methods to support the 

people who live there. 

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OBJECTIVES

• Students will learn about different 

methods of fishing and the impacts 

those have on the animals that live in 

the ocean.

• Students will explore how humans in 

different parts of the world make use of 

resources from the ocean to survive.

ESTIMATED TIME

60 minutes. If you wish to divide this 

lesson over multiple days, there are a 

few opportunities to pause the learning. 

Consider breaking the lesson up at any of 

the following points: after step 4; at steps 

6–8, sharing a few fishing methods the 

first day and a few on the second day; or 

between steps 10 and 11.
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STANDARDS ADDRESSED 

Science (NGSS): 4-ESS3-1. Obtain and 

combine information to describe that 

energy and fuels are derived from natural 

resources and their uses affect the 

environment.

5-ESS3-1. Obtain and combine information 

about ways individual communities 

use science ideas to protect the Earth’s 

resources and environment.

OCEAN LITERACY 

PRINCIPLES

6 The ocean and humans are inextricably 

interconnected.

Geography: Standard 14 How human 

actions modify the physical environment.

Standard 16 The changes that occur in the 

meaning, use, distribution, and importance 

of resources.

Mathematics (CCSS): 4.MD.A.2 Use the 

4 operations to solve word problems 

involving distances, intervals of time, liquid 

volumes, masses of objects, and money, 

including problems involving simple 

fractions or decimals, and problems that 

require expressing measurements given 

in a larger unit in terms of a smaller unit. 

Represent measurement quantities using 

diagrams such as number line diagrams 

that feature a measurement scale.

4.OA.C.5 Generate a number or shape 

pattern that follows a given rule. Identify 

apparent features of the pattern that were 

not explicit in the rule itself.

English Language Arts (CCSS): SL.4.1.D 

Review the key ideas expressed and explain 

their own ideas and understanding in light 

of the discussion.

MATERIALS

• Small objects for each group, such as 

coins, paper dots from a hole punch, 

paper clips, or others, approximately 50 

objects per group of 3 students

• Yarn (enough to supply approximately 

12” to each group of students)

• Methods of Fishing handout, enough 

copies for each group of 3 students to 

get information about one method (See 

Preparation section)

• Analyzing Fishing Methods handout, 

one per student

• Materials for either writing or drawing in 

step 10

• Method for showing the video in step 11
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PREPARATION

• Cut yarn into lengths approximately 12” 

long. Each group will need one length of 

yarn.

• Divide small objects into cups or small 

bags to make it easy to distribute 

them to groups. Each group needs 

approximately 50 objects, but this 

number does not need to be exact.

• Print copies of the Methods of Fishing 

handout and cut apart the information 

about the methods. 

• Preview the video “Northeast 

Surveys: The Fisheries We Count On” 

(https://videos.fisheries.noaa.gov/

detail/videos/sustainable-fisheries/

video/6274478742001/northeastsurveys:-the-fisheries-we-counton?autoStart=true) in the Extension to 

decide if you would like to use it. Plan 

on showing the whole video, but if time 

is short, consider showing from the 

beginning to timestamp 1:38. 

FACILITATION

Step 1. Ask students what comes to mind 

when they hear the word “fishing.” They 

are likely to share ideas such as a family 

member with a fishing rod, going to a creek 

near their homes, or simply an image of a 

person catching a fish. 

Depending on their experiences, they 

may also have ideas about fishing boats 

or commercial fishing. Accept all answers 

at this point as this step is to get students 

thinking about fishing. 

Step 2. Tell students that fishing is a major 

source of food and money for people 

around the world. Many of those people are 

involved in commercial fishing, where they 

are working to catch fish that will be sold 

in restaurants and markets. Today they are 

going to have a chance to learn more about 

different methods of commercial fishing. 

Step 3. Divide the students into groups 

of 3. Distribute the small objects, yarn, 

and one Method of Fishing reading per 

group. Tell groups that they should start 

by reading about the fishing method, then 

use the materials to represent that method 

of fishing. The small objects represent 

fish, and the yarn might represent a 

net or fishing line. The students should 

represent the person fishing. One word 

that the students will need to know for the 

reading is “bycatch.” Write this word where 

students can see it and explain that it is the 

other fish and animals that are caught, that 

were not the kind of fish fishers were trying 

to catch.
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Step 4. As students work, circulate around 

the room to make sure they understand 

the fishing method that they read about 

and what their materials should represent. 

For example, if they read about purse seine 

fishing, students might demonstrate that 

method by showing the objects in a group 

and wrapping the yarn around the outside 

of the group, then pulling it into a tighter 

circle. Tell students that they should be 

ready to share their fishing method with 

other groups and give them an opportunity 

to ask any questions before they begin their 

presentations. 

Step 5. Distribute copies of the Analyzing 

Fishing Methods handout to each student. 

Step 6. Ask for a volunteer group to 

describe the fishing method they learned 

about and share their representation. If you 

have more than one group who studied 

that method, ask other groups to share 

their representation as well and to add any 

additional information. 

Step 7. Once all the groups have shared 

about one fishing method, ask students to 

complete the section for that method on 

the Analyzing Fishing Methods handout. 

Tell students that the questions are to help 

them think about the methods overall and 

there is not necessarily one specific answer. 

Give them some time to work individually, 

then to discuss with their groups. 

Step 8. Complete steps 6 and 7 for each 

remaining fishing method. 

Step 9. Hold a class discussion about 

the fishing methods. Discuss each of the 

following points.

• Have students talk about whether there 

are methods that seem like they might 

take all the fish from an area, which 

would not leave enough to have baby 

fish that grow up and repopulate the 

area. 

• Ask students which methods seem to be 

able to collect specific kinds of fish and 

why that might be important. To help 

you with the discussion, commercial 

fishers generally only fish for certain 

fish. If they catch other types of fish, 

those fish are likely to be discarded, so 

it is better to use fishing methods that 

are specific. 
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• Discuss which methods seem to 

limit the number of fish that people 

can catch. Ask students what they 

think is important about this idea. To 

support the discussion, help students 

understand that commercial fishers 

need to make enough money to support 

their families and that markets and 

restaurants need enough fish to meet 

their customers’ needs. If the fishers 

cannot catch enough fish, then they 

cannot meet these goals.

Step 10. Once students have discussed 

the different fishing methods, ask them 

to think about which fishing method they 

would recommend as one that makes 

sure the fish that are caught are used, 

that does not wipe out all the fish, and 

that allows people fishing to catch a 

reasonable number of fish. Ask students to 

share their ideas through either writing a 

paragraph, making a claim with evidence 

and reasoning, drawing a representation, 

or other appropriate means of sharing their 

ideas. 

Step 11. Share with students that American 

Samoa is a U.S. territory about halfway 

between Hawaii and New Zealand and 

that fishing is a big part of life there. 

Show the video We Fish! American 

Samoa (https://videos.fisheries.noaa.

gov/detail/videos/sustainable-fisheries/

video/6238536283001/we-fish-americansamoa?autoStart=true) to students and 

ask them to write down any connections 

between what they have been learning and 

life in American Samoa. 

Step 12. Hold a class discussion about 

the video to allow students to connect the 

ideas from the video to the importance of 

the fishing methods they learned about. 

Tell them that when we eat seafood that 

has been raised and caught responsibly—

in ways that keep the ocean healthy—it 

is referred to as sustainable seafood. 

Share the FishWatch (www.fishwatch.gov) 

website with students and tell them that 

it is an excellent resource for helping to 

make choices about seafood. If there is 

time, consider having students go to the 

website and look up a type of fish to see the 

information that the website offers.
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EXTENSION

Share with students that these ideas of catching fish in the ocean and making sure that fishing 

methods maintain fish populations fall under the guidance of “fisheries.” The word fishery can 

refer to the area of the ocean where fish are caught or the business of catching them. To learn 

more about how fisheries scientists know what is happening with fish populations, have students 

watch the NOAA video Northeast Surveys: The Fisheries We Count On (https://videos.fisheries.

noaa.gov/detail/videos/sustainable-fisheries/video/6274478742001/northeast-surveys:-thefisheries-we-count-on?autoStart=true). Ask students what they noticed or was interesting to them 

in the video. Consider finding out their ideas not only about the type of information scientists 

collect and why it is important, but also whether this fits with students’ ideas of what scientists 

do. This is an excellent link for showing the variety of careers that are available in STEM fields.

Lesson 6 NOAA References

• NOAA Fisheries video We Fish! American Samoa (https://videos.fisheries.noaa.gov/detail/

videos/sustainable-fisheries/video/6238536283001/we-fish-american-samoa?autoStart=true)

• NOAA FishWatch website (www.fishwatch.gov)

• NOAA Fisheries video Northeast Surveys: The Fisheries We Count On (https://videos.fisheries.

noaa.gov/detail/videos/sustainable-fisheries/video/6274478742001/northeast-surveys:-thefisheries-we-count-on?autoStart=true)
METHODS OF FISHING

Bottom Trawling

This method of fishing involves using a net that one or two boats pull along the 

bottom of the ocean. The bottom edge of the net has weights on it. The top edge 

of the net has floats attached to it. Bottom trawling catches everything in its path 

and there tends to be a lot of bycatch. Fisheries scientists have worked to make 

bottom trawling safer for turtles by making nets that allow turtles to escape. 

Bottom trawling can seriously damage habitats on the ocean floor. 

Gillnets

Gillnets are nets that hang in the water, like a wall with holes in it. Gillnets do not 

need to be attached to a boat, which can make them easier to use. The mesh that 

makes up the net can be different sizes, depending on what fish the fishers are 

trying to catch. This also helps to not catch young, small fish. Fish swim into the 

net and get caught. Other animals can also get caught, so there is a risk of more 

bycatch. Often gillnets become “lost” at sea by fishers and float aimlessly through 

the water, killing turtles and many other marine creatures.

Purse Seine

When people fish by purse seine, they start by finding a school of fish. They may 

watch where seabirds are gathering, search for active dolphins, or use helicopters 

to find the school. The seine is a large net that the boat uses to circle around the 

school. The fishers pull the net closed at the top to create a kind of “purse” that 

contains the fish. This technique can catch other animals but because it focuses 

on a school of fish, there are usually fewer bycatch fish. 

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METHODS OF FISHING

Longline Fishing

Longlines are very long fishing lines with baited hooks every few feet. They can be 

miles long. The average length in the U.S. is 28 miles. In some areas, there is not 

much bycatch. In other areas, not only can the hooks catch other fish, they may 

also catch turtles, sharks, and seabirds. 

Midwater Trawling

In midwater trawling, a boat pulls a net through the water without touching 

the bottom of the ocean. This means that the nets do not damage habitats 

at the seafloor. There can be bycatch because the net captures anything that 

is swimming in the water at the time. The size of the mesh for the net can be 

different, so some smaller fish may be able to escape. Trawling used to be very 

dangerous for sea turtles, but fishery scientists have worked to make nets that 

allow them to escape. 

Pole and Line Fishing

Pole and line fishing is a person with a fishing pole catching individual fish. There 

is no bycatch because fishers can immediately throw back anything that is not 

what they were trying to catch. The number of fish that a fisher can catch is much 

lower than the number that one person could net. 

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METHODS OF FISHING

Traps and Pots

Traps and pots are generally used to catch crabs and lobsters. They are similar to 

small cages that are dropped to the bottom of the ocean with bait that attracts 

the animals. They crawl in to get the bait and cannot crawl back out. Fishers on 

boats come back later and pull the pots in. There is almost no bycatch because 

the fish may not be attracted to the bait and they cannot get into the trap easily. 

Sometimes the gear can get swept away by strong currents or storms, or the 

fishers can forget where they placed the traps and pots.

Diving

In diving, a fisher swims into the water to collect animals. This is a popular way 

to gather sea urchins and other bottom-dwelling seafoods. There is no bycatch 

because the divers can immediately see what they catch and release it if it is not 

the right kind of animal. Divers cannot collect as many animals as they might with 

a net. 

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Method Does the method 

leave fish in an area 

to continue the 

population? 

Does the method catch 

specific kinds of fish? Is 

there a lot of bycatch? 

Do fishers bring in 

many fish at one time 

or just a few using this 

method? 

ANALYZING FISHING METHODS

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