{"id":17359,"date":"2023-05-16T13:43:07","date_gmt":"2023-05-16T17:43:07","guid":{"rendered":"https:\/\/ncseagrant.ncsu.edu\/?page_id=17359"},"modified":"2024-02-14T14:38:32","modified_gmt":"2024-02-14T19:38:32","slug":"lesson-8-habitat-requirements-for-mariculture-species","status":"publish","type":"page","link":"https:\/\/ncseagrant.ncsu.edu\/lesson-8-habitat-requirements-for-mariculture-species\/","title":{"rendered":"Lesson 8: Habitat Requirements for Mariculture Species"},"content":{"rendered":"\n\n\n\n\n
By the end of this lesson, students will be able to:<\/p>\n\n\n\n
About half of the seafood eaten around the world is produced by aquaculture. The increase in global aquaculture production during the last half-century has been dramatic, expanding from fewer than 5 million metric tons (mmt) in the mid-1970s to 60 mmt in 2010. As aquaculture production rapidly increases, where should operations be sited?<\/p>\n\n\n\n
Key to siting are the habitat requirements of the cultivated species. In this lesson, students will consider the biotic and abiotic factors that influence successful production of a mariculture species. Mariculture \u2014 another term for marine aquaculture \u2014 is the cultivation, or farming, of species that live in salt water.<\/p>\n\n\n\n
Grade Level<\/strong>: 11-12<\/p>\n\n\n\n Duration<\/strong>: 2 class periods<\/p>\n\n\n\n abiotic<\/strong>: not involving or originating in living organisms; inorganic, abiogenic<\/p>\n\n\n\n anthropogenic<\/strong>: of or relating to the study of human origins or human development; originating in or caused by human activities<\/p>\n\n\n\n biological response<\/strong>: adaptation or change in response to changes in an organism\u2019s environment<\/p>\n\n\n\n biotic<\/strong>: of or relating to living organisms; caused by living organisms<\/p>\n\n\n\n Materials<\/strong><\/p>\n\n\n\n Student teams of two will receive a scenario (found at the end of this lesson) describing a North Carolina-based mariculture farm and its business goals. Based on their given scenarios, students will choose a specific site on which to locate the farm. They will also decide which species to produce, based on the species\u2019 habitat needs and site conditions. Students will identify their site using GIS coordinates from Google Earth. They should use a class map of the N.C. coast to report out their findings by placing a pin, sticker or Post-It note that shows the location of their farm.<\/p>\n\n\n\n When choosing a species to produce, students should consider the following factors. Keep in mind some factors are not important to every species.<\/p>\n\n\n\n For example, an ideal site for oyster aquaculture must have sufficient tidal flow to move the oyster\u2019s food source \u2014 phytoplankton \u2014 to the growing area. Where offshore finfish aquaculture is concerned, strong currents can damage moored pens. For a review of aquaculture production methods, teachers can share the PowerPoint presentation from Lesson 5<\/a>.<\/p>\n\n\n\n Students can use the following resources to research ideal mariculture farm site conditions:<\/p>\n\n\n\n Students will explain how the mariculture farm and site they selected are doing in the community 10 years later. Each student should take into consideration an opportunity or disturbance that has affected their aquaculture farm, such as:<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Objectives By the end of this lesson, students will be able to: Overview About half of the seafood eaten around the world is produced by aquaculture. The increase in global…<\/p>\n","protected":false},"author":91,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"ncst_dynamicHeaderBlockName":"ncst\/default-header","ncst_dynamicHeaderData":"{}","ncst_content_audit_freq":"","ncst_content_audit_date":"","ncst_content_audit_display":false,"ncst_backToTopFlag":"","footnotes":""},"yoast_head":"\nScience Standards<\/h3>\n\n\n\n
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Critique the advantages and disadvantages of traditional agriculture\/aquaculture techniques and compare with sustainable agriculture\/aquaculture techniques. Include the economics and environmental impacts in this comparison.<\/em><\/li>\n\n\n\n
Explain carrying capacity.
Infer limiting factors to human population growth.
Summarize the impacts of a growing population on the natural resources in North Carolina.<\/em><\/li>\n<\/ul>\n\n\n\nVocabulary<\/h3>\n\n\n\n
Activity<\/h3>\n\n\n\n
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Extension<\/h3>\n\n\n\n
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