Name: _________________________ Block: __________

Tragedy in the Making

Fishing the Global Commons

A​ccording to Garrett Hardin, “Freedom in a commons brings ruin to all.”

One generally doesn’t associate freedom with ruin, so what is he
implying? What are the “commons?”
In an attempt to get to the heart of Hardin’s quote, we will simulate practices associated with one of
Earth’s largest commons, the ocean. We are going fishing!

COMMERCIAL FISHING FACTS

● According to the Food and Agriculture Organization of the United Nations (FAO), capture fisheries
and aquaculture supplied the world with about 148.5 million tons of fish in 2010.

● In 2006, 43.5 million people were directly engaged in primary production of fish, either by fishing or
in aquaculture.

● Overall, fish provided more that 2.9 billion people with at least 15 percent of their average per capita
animal protein intake in 2006.

● The top five species that contributed most to global catches were anchoveta, Alaska pollack,
skipjack tuna, Atlantic herring, and chub mackerel.

● The FAO estimates that almost 80% of the world’s major fisheries are fully exploited, over-exploited,
or depleted.

● More than 20 million tons of unwanted fish, ‘by-catch,’ is killed and dumped back into the sea each
year because of unselective fishing practices and gear.

Source: ​http://www.fao.org

PURPOSE

In this activity you will explore the effects of non-sustainable practices on a renewable resource.

1
PROCEDURE
1. Send one member up to the teacher to gather your materials.
Gather around​​one part​ (bowl) of the entire ocean (all the bowls)​ that contains ​10 high value
fish, 20 low value fish, and 20 non-commercial fish​. The ocean will have a data table that
will be used to record the fish population during the activity.

2. Each round of fishing will last for 20 seconds.

To survive the round, each person much catch at least the value in fish as their wages from ​any​ part
of the ocean.
For example, in Round 1 (1960) a high value fish is worth $10, a low value fish is worth $5 and
non-commercial fish are worth $0. Your wages are $10 in 1960; therefore, you need to catch $10
worth of fish.
Attention: You can catch as many fish per round as your group wants.
​ elow for a company with 4 employees that caught 5 high value and 8 low
Complete the ​example b
value fish.

3. Each group member begins with a fishing pole (straw) and a small cup. A successful “catch” is
removing a fish from the ocean using the fishing pole and placing that fish in your small cup.

4. For the first round (decade 1960) you may fish only with your fishing pole. Place the straw in your
​ ay not touch​ the straw with your hands​ during the round.
mouth before the round, but ​you m

5. When your teacher directs, begin fishing. When you are instructed to stop, cease immediately. Any
fish that is not in your cup must be returned to the ocean. Fishing after time is up is against the rules.

6. On Page 5, record the number of high value and low value fish caught by ​your group​ in the
Description column under Income for 1960 in the Fish Company Ledger.
Multiply the number of high value fish by $10 and the number of low value fish by $5.
Add the two amounts and record the total in the Credit column.

7. Record the number of employees (group members) in the Expenses column for 1960 in the Fish
Company Ledger. Multiply the number of employees by $10.
Record the total spent on employees in the Debit column.
Attention: If a crew member doesn’t catch $10 of fish, they ​must sit out​ the next round.

8. Subtract the Debits from the Credits and record the difference in the Balance column for 1960.

2
 PROCEDURE

9. DO NOT PUT YOUR FISH BACK in the ocean yet!

Next we have to figure out the composition of the ocean for the next decade of fishing.
Complete the ​example b ​ elow of an ocean that has 6 high value, 11 low value and 9
non-commercial fish after a decade of fishing.

10. On Page 9, record the number of each type of fish left in the ocean in the Final Population column of
the Ocean Data Table.
Take the number of each type of fish left and multiply it by two. Record this value in the Next Round
column under initial population.

11. As directed by your teacher, collect the new number of high value, low value and non-commercial
fish needed to establish the initial population for the next decade. Add the new fish to your ocean
and mix your fish so they are distributed evenly.

12. Repeat the fishing process for 1970. For this decade you may ​use your hands​ to guide the fishing
pole. Record your results in the data tables.
Lost members can rejoin their fishing companies after this round.
Pay close attention to the wage increase for employees.
This means each employee must catch $15 worth of fish this round.
13. Before beginning fishing for 1980, draw cards to see which group member will get to use a net
(spoon) instead of a fishing pole.
The spoon may be held in one hand and used to catch more than one fish at a time. Only one group
member may use the spoon this round; the remaining group members will still use the fishing pole
with the help of their hands to guide it.
Repeat the fishing process and record the results in the data tables.
With an increased harvest of fish, the market has been flooded and the value of fish has dropped!
Make sure you account for the lower prices.

3
 PROCEDURE
14. Repeat the fishing process for the next three decades (1990, 2000, 2010).
The rules remain the same as for 1980.
Beginning with 1990, the group may choose to ​purchase additional spoons​ at the cost of $100
per spoon.
Make sure your company has enough money to purchase
additional spoons by adding the balances of previous decades.
15. Each member may only use one fishing implement, either a fishing pole or a net.
If you choose to purchase additional nets, record the number purchased in the Description column of
the Fish Company Ledger. Multiply the number of nets purchased by $100.
Add this cost to the employee wages and then record the total in the Debit column.
Employee wages continue to increase!
However, demand for fish is up and higher
profits are on the horizon.
16. At that end of 2010, add the balance from each decade and record your earnings in the Total Profit
of the Fish Company Ledger.

17. The group with the highest profit at the end of 2010 wins, but at what cost?

4
DATA

5
ANALYSIS

1. Make a graph of the total number of fish versus time (initial ocean fished).
(Don’t forget that when making a graph, you need a title, x and y axis labels, unit, etc.)

6
ANALYSIS

2. Using the data from the same ocean, make a graph that compares the number and kinds of fish each
decade.

7
CONCLUSION QUESTIONS (In c​ omplete​ sentences)

1. If you were to catch mostly high value fish during the second decade what effect would it have on the
non-commercial fish? Explain the importance of non-commercial fish to the ecosystem.

2. The net (spoon) enabled your team to catch many more fish in this simulation. Long-line fishing and
bottom trawling are two technological advancements impact the commercial fishing industry. Describes
each practice and explain how it depletes non-targeted marine populations.

3. After the fourth decade of fishing, what did you notice about the size of the fish population? Did you
adjust your fishing strategy in response to your observations?

4. What other factors affect fish populations that were not accounted for in this activity?

8
9