Fish Farming Teacher's Page
A  WebQuest for Middle School or Junior High Students, WebQuest Agricultural Series by Missouri Farm Bureau and Missouri State University

Aquaculture is described as the cultivation of water plants or animals for human usage and is recognized as one of the world's fastest growing industries. This WebQuest was designed to aid both you and your students in the research, presentation and application of information related to the Aquacultural Industry - particularly as it relates to fish farming.

In the previous pages , we have provided students with links to web-sites that should introduce and help direct them through the debate process as well as answering the questions about Aquaculture products and regions within the United States. Of course, you will have to adapt the debate activity to your student numbers and available space. You may also want to add judges, posters, note cards, pictures, videos etc. to the activity to get everyone involved. You might contact state or local conservation authorities in your area to present materials and speak on the subject of fish farming versus predator control. It may be necessary for students to research and answer questions on other states if your state has very little aquacultural industry.

Here is a website that will give some basic guidelines for student debates. Perhaps you might ask your school's speech and debate teacher for advice. It is important that sarcasm, negativism or put-downs are not tolerated. The topic selected here is a challenging one in that both sides will have good arguments in favor of their position.

Now that your students have completed the Aquacultural WebQuest, they have discovered that the world of farming the waters for plant or animal products has been around for centuries and yet is growing in popularity here in the U.S. every year. Students should now be able to answer questions from fellow students pertaining to this exciting subject.


Rubric For Projects

10 pts.
8 pts.
6 pts.
0 pts.
Actively participated in the research, preparation and delivery of the debate. Teamwork was evident. Debaters were respectful of each other's views. Shows evidence of research, preparation and delivery of debate. Good teamwork. Some attempt at research, preparation and delivery of debate. Little evidence of teamwork. No attempt.
Graphing Answered 9 or 10 questions correctly. Answered 7 or 8 questions correctly. Answered 5 or 6 questions correctly. Failed to answer at least 5 questions correctly.


1. Mississippi, Arkansas, Florida, Maine, Alabama, Washington, Louisiana, California, Idaho, Virginia Graph 5

2. Southern, 63% Graphs 1 and 2

3. Ponds, Graph 3

4. Answers will vary based on your state and region via the graph, Graph 4

5. Answers will vary based on your state and region via the graph, Graph 6

6. Food Fish, Graph 7

7. 275, Graph 8

8. 200 thousand, Graph 9

9. Answers will vary based upon student knowledge and abilities

10. Answers will vary based upon student knowledge and abilities

1. Newly Hatched fish are called "Fry"

2 and 3. "Fingerlings" are farmed fish raised in hatcheries that are finger length and used to restock or stock farming facilities and are one to two years old.

Project Wild - note, your network may not support this link. In that case type this URL:

American Association for Vocational Instructional Materials, "Aquaculture: Farming the Waters," video-30 minutes


National Education Standards


  • Understand how to use maps and other geographic representations, tools and technologies to acquire, process, and report information from a spatial perspective.
  • Understand how to analyze the spatial organization of people, places and environments on Earth's surface.


  • Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
  • Students use technology to locate, evaluate and collect information from a variety of sources.
  • Students use technology tools to process data and report results.
  • Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
  • Students use technology resources for solving problems and making informed decisions.
  • Students employ technology in the development of strategies for solving problems in the real world.


Personal and Social Perspectives

  • Environmental quality
  • Natural and human-induced hazards
  • Science and technology in local, national, and global challenges

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This page was developed by Ramona Andrus and reviewed by Lyndon and the late Barbara Irwin and is maintained by Missouri Farm Bureau.

Please address questions to Diane Olson at Missouri Farm Bureau.