Unit: Fish, Lesson Plan: 1 - Ms. Brown's Living Classroom



Unit: Fish, Lesson Plan: 1 Salt-water habitat, estuaries, anadromous fish

Outcomes:

Adaptations and Natural Selection-

• Propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)

Micro-organisms: Identify and use correctly appropriate tools to examine and describe some living things that cannot be seen with the naked eye. (204-8, 300-19) Describe how they obtain basic needs ie: food, water, air, and moving around.

Set Induction: After the class has found 5 species of fresh- and salt-water fish, ask if any of the salt-water fish they found are listed in the following “anadromous” fish.

Define: anadromous, estuary

Summary:

1. Read the excerpt from wikipedia and underline any words you don’t know. Look up those words.

2. Answer the comprehension questions.

3. Talk about all the life and micro-organisms found at an estuary.

Materials: handouts

Assessment: Did everyone participate and read the article? Were the comprehension questions answered correctly?

Closure: Check this website for lists of endangered fish species-

dfo-mpo.gc.ca/species-especes/species/species_searchSpecies_e.asp

Are any of the fish on your list endangered? Which ones? What is threatening them?

Fish Unit, Lesson 2: fresh water habitat, catadromous fish, land-locked species *Before beginning this lesson, we’ll correct yesterday’s sheet and discuss some species at risk. What does species at risk mean? endangered, threatened or vulnerableWhat is an indicator species? A species whose status provides information on the overall condition of the ecosystem and of other species in that ecosystem. They reflect the quality and changes in environmental conditions as well as aspects of community composition. Source: Global Biodiversity Assessment GBA

Outcomes:

Adaptations and Natural Selection: Propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)

Micro-organisms: Identify and use correctly appropriate tools to examine and describe some living things that cannot be seen with the naked eye. (204-8, 300-19) Describe how they obtain basic needs ie: food, water, air, and moving around.

Set Induction: Name some local streams, rivers, lakes where there would be freshwater fish. What might affect and/or threaten our local, freshwater fish habitat?

Summary:

1. Study the spawning cycle of freshwater fish. What do they eat? Where do they live? What threatens them? Why do we have rocks, plants, sticks in the aquarium?

2. Re-enact the lifecycle of the salmon in the stairwell. (up the stairs = upstream)

3. Ask some skill-testing comprehension questions, such as: What phase of life is the salmon in when it is swimming upstream? Downstream? Where do salmon lay their eggs? Where do adult salmon live? About how many adult salmon make it to the ocean, compared with the number of eggs in the beginning of the life cycle?

Materials: large cue cards with pictures and words representing each phase of a salmon’s life, literature on the lifecycle of the Atlantic Salmon to be read aloud,

Assessment: Participation, Comprehension, Behaviour

Closure: Now that we know how difficult it is for a little egg to develop into a large salmon, start thinking about the impact humans have on fish stocks, once they are in the open seas! Check a website I give and define: trawling, purse seining, trolling, handline, gill nets.

Fish Unit, Lesson 3 How is over-fishing affecting aquatic life?

Outcomes:

Adaptations and Natural Selection- Describe reasons why various animals are endangered and describe efforts to study their populations size and ensure their continued existence (105-1, 107-6)

Set Induction:

Got your rubber boots on? Put on your sou’wester! Pretend we are all fishers and this bowl is the sea. Navy beans are tuna, garbanzo beans are dolphins, red lentils are crabs and other crustaceans, green lentils are cod and other fish. Using the tools given, predict how many tuna we can catch. 1. Beam Trawl: egg cup 2. Purse Seining: loose net

3. Trolling: teaspoon 4. Hand-line: popsicle sticks 5. Gill Nets: small net

Summary:

1. Make sure everyone has taken some time to make their predictions. In the margin of your worksheet, beside each “fishing method,” guess how many beans representing “tuna” each group will be able to fish out in a minute, using the tool they are given. Make some predictions.

2. Get in 5 groups (ie: your trivia groups). Each group has been assigned a fishing method. Each group has to choose ONE PERSON to be the “captain fisher,” ie: the one to do the actual fishing. The others can count the beans.

3. Appoint a timer to watch the clock and tell us when one minute has elapsed.

Materials:

beans, bowl, 2 types of netting, 2 popsicle sticks, a teaspoon, an egg cup, a timer

Assessment:

Worksheet with 1-2 sentence definitions of each fishing method, Participation, Behaviour

Closure:

How long would it take to run out of beans if everyone used the eggcup (trawler)? How about the popsicle sticks (hook and line) method? Which is more sustainable?

Fish Unit, Lesson 4 How is climate change affecting aquatic life?

Outcomes: Diversity of Life, Adaptations and Natural Selection- Describe reasons why various animals are endangered and describe efforts to study their populations size and ensure their continued existence (105-1, 107-6), Identify changes in animals over time, using fossils (301-16)

Set Induction: You should all have your climate change crib notes up on your desk; you can refer to them if you need to. Divide into 3 teams. Name your teams.

Summary:

1. Play power-point Jeopardy.

Materials:

LCD, computer, screen

Assessment:

Participation, Behaviour

Closure:

Read over your notes again tonight so you can impress the people at the N.S. Museum!

Fish Unit, Lesson 5 Nov.21st, Day 3 Tuesday afternoon

Outcomes: Study fish skeleton and organs.

The Animal Kingdom: Vertebrates and Invertebrates: Classify animals as vertebrates or invertebrates (104-8, 300-16) Compare the characteristics of mammals, birds, reptiles, amphibians, and fish. (300-17)

Adaptations and Natural Selection:

• Propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)

Set Induction:

How are we different from fish? How are we the same? Compare the organs of fish to human. Compare the organs’ functions.

Summary:

1. Do a Venn Diagram to compare fish and humans.

2. Handout the sheet with names of the organs of a fish. Their homework is to identify the function of each organ.

Materials:

22 sheets, list of organs, resources like encyclopedias, websites, etc…

Assessment:

Gather completed sheets, assess the answers before the students continue with Lesson 6.

Closure:

Study the website at home, tomorrow you will try to find the organs within the salmon.

Fish Unit, Lesson 6 Nov.22nd, Day 4 Wednesday afternoon

Outcomes: Study fish skeleton and organs. The Animal Kingdom: Vertebrates and Invertebrates: Classify animals as vertebrates or invertebrates (104-8, 300-16) Compare the characteristics of mammals, birds, reptiles, amphibians, and fish. (300-17) Adaptations and Natural Selection: Propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this relationship (204-1, 205-8)

Set Induction: Get out your sheet from yesterday. Hold it above your head. We are going to review the function of each of these organs. We are also going to approach these organs in the same order as we will see them when the DFO comes in to dissect on Tuesday.

Summary:

1. Take a minute to think about your own body. If I were able to open up my ribcage, what is the first thing you would see? Heart, Lungs. OK- if I opened up my stomach, what would you see? Organs like the pancreas, the liver, gall bladder, stomach, etc… What is behind all that? My backbone.

2. When we dissect this salmon, what is one of the first things you will see? Eggs or Milt, Liver, spleen, pyloric caeca. What is the next thing you will see? Under the liver is the gall bladder, the stomach.

3. Explain- Anterior: heart Posterior: air bladder Dorsal: Kidney Ventral: Vent

4. What colour and shape is the kidney of the salmon?

Materials: sheet #1 from yesterday, sheet #2 includes pictures of each identified organ on one side, and 2 big pictures of a salmon with pointers indicating the unidentified organs.

Assessment:

Were the students able to identify all or most of the organs?

Closure:

Fill this sheet in for homework. Study it. You may be tested on it before Tuesday.

[pic] [pic] [pic] [pic] [pic]

D-Day Sheet #1 Structures and their functions

Eyes:

Nostrils:

Lateral Line:

Mouth:

Gills:

Fins:

Scales:

Air Bladder:

Esophagus:

Gall Bladder:

Heart:

Intestine:

Kidney:

Liver:

Ovaries or Testis:

Pyloric Caeca:

Spleen:

Stomach:

Vent:

D-Day Sheet #2 What you will see…

[pic] Gills, Eyes, Brain [pic] Vent

[pic] Eggs from Ovaries[pic] Milt from Testis

[pic] [pic] Gall Bladder

Liver

Stomach

Spleen Pyloric Caeca

[pic]Heart [pic]Swim Bladder

[pic] Kidney [pic] Skeletal System

D-Day Sheet #2 What you will see…

Label the organs of this fish. What gender is this salmon?

[pic]

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SALMON DISSECTION FEED-BACK SHEET!

Mr. Easy and his team did a fabulous job of guiding our class as we dissected genuine, Atlantic salmon. They were sincerely impressed at the enthusiasm and knowledge of our group from the get-go. Grade 6-Conley/Brown was able to identify the organs and their functions, as well as answer various questions posed by the team of scientists. This is remarkable indeed, since most students don’t encounter such an experiment until the senior high-school level! Everyone who participated can take pride in a job well done.

Please take a minute to complete this form which will provide us with feed-back that would definitely be considered in future class projects of this type.

1. I learned about the salmon’s organs. [pic]5 4 3 2 1[pic]

2. I felt comfortable. [pic] 5 4 3 2 1[pic]

3. I felt prepared. [pic] 5 4 3 2 1[pic]

4. I know more now than I did before dissecting.[pic] 5 4 3 2 1[pic]

5. I was interested in the activity. [pic] 5 4 3 2 1[pic]

6. I would do something like this again. [pic] 5 4 3 2 1[pic]

7. When I dissected the salmon, something that surprised me was…

8. When I dissected the salmon, my favourite memory is…

Thank you for participating! Guardian’s signature:____________

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