Lesson 3–5: Fish research Duration: 2 30 minutes Suggested learning sequence Fish and features aquarium, students can directly observe Introduction – fish breathing and the movement of the Ask students if they know what fish gills). need to survive. They should know the basics of all living things and may Have students draw a picture of a fish identify other things specific to fish. (If and label the external features of a fish you have set up a class aquarium, use including the gills. this to stimulate ideas.) Together, list Note: Students will need to use this the basic needs for a fish to survive and learning about fish breathing and gills grow. when they draw conclusions about the Examples: pollution tank experiment in lesson 6. Oxygen: Fish live in water and Activity Fish research – need oxygen to survive which is in Explain to students that they are going the water and absorbed via their to conduct research into different types gills. of fish and how they live and survive in The aquatic (water) habitats Food: their environments. fish live in must provide them with food. Ask students to identify specific fish species they may know about. Shelter: The aquatic habitat must provide the fish with shelter/places Show pictures in books or on the to hide and breed. Internet of different types of fish e.g. The water must be the Water type: seahorses, coral trout and whale right type for the particular fish e.g. sharks. Ask students if they can identify fresh water, salt water or why a seahorse, a coral trout and a estuarine. whale shark are all fish, but a dolphin is not. If students are not sure, make one Water conditions: The water must of the questions they need to research be at the right temperature for the in their investigation What makes a fish and be at the right quality e.g. – fish a fish? clean versus polluted. As a come up with a list of Show different pictures of fish to questions students could investigate to discuss their common features and how find out more about different fish. Some they are used to help the fish survive in questions might be: their habitats. What makes a fish a fish? Ask students if they know how fish breathe in water and obtain oxygen. What fish are found in our local Use pictures or YouTube clips of fish area? breathing, showing the gills. Discuss this with students and clarify any questions. (If you have created a class
Lesson 3–5: Fish research Duration: 2 30 minutes Suggested learning sequence Introduction – Fish and features Ask students if they know what fish need to survive. They should know the basics of all living things and may identify other things specific to fish. (If you have set up a class aquarium, use this to stimulate ideas.) Together, list the basic needs for a fish to survive and grow. Examples: Oxygen: Fish live in water and need oxygen to survive which is in the water and absorbed via their gills. Food: The aquatic (water) habitats fish live in must provide them with food. Shelter: The aquatic habitat must provide the fish with shelter/places to hide and breed. Water type: The water must be the right type for the particular fish e.g. fresh water, salt water or estuarine. Water conditions: The water must be at the right temperature for the fish and be at the right quality e.g. clean versus polluted. Show different pictures of fish to discuss their common features and how they are used to help the fish survive in their habitats. Ask students if they know how fish breathe in water and obtain oxygen. Use pictures or YouTube clips of fish breathing, showing the gills. Discuss this with students and clarify any questions. (If you have created a class aquarium, students can directly observe fish breathing and the movement of the gills). Have students draw a picture of a fish and label the external features of a fish including the gills. Note: Students will need to use this learning about fish breathing and gills when they draw conclusions about the pollution tank experiment in lesson 6. Activity – Fish research Explain to students that they are going to conduct research into different types of fish and how they live and survive in their environments. Ask students to identify specific fish species they may know about. Show pictures in books or on the Internet of different types of fish e.g. seahorses, coral trout and whale sharks. Ask students if they can identify why a seahorse, a coral trout and a whale shark are all fish, but a dolphin is not. If students are not sure, make one of the questions they need to research in their investigation – What makes a fish a fish? As a come up with a list of questions students could investigate to find out more about different fish. Some questions might be: What makes a fish a fish? What fish are found in our local area?
Reef-Guardians-2016-Year-6-Lets-go-fishing.docx