AUTHORS’ NAMES: Debbie Kent

TITLE OF THE LESSON: Fish Enter the Habitat

TECHNOLOGY LESSON (circle one):         Yes      No - X

DATE OF LESSON: 10/22/08

LENGTH OF LESSON: 45 – 60 minutes

NAME OF COURSE: 4^th Grade Science

SOURCE OF THE LESSON:

Aquatic Habitats: Exploring Desktop Ponds Grades 2-6. Lawrence Hall of Science GEMS, University of California at Berkeley.

TEKS ADDRESSED:

4.2 (E) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: construct simple graphs, tables, maps, and charts to organize, examine, and evaluate information.

4.5 (A) Science concepts. The student knows that complex systems may not work if some parts are removed. The student is expected to: identify and describe the roles of some organisms in living systems such as plants in a schoolyard, and parts in nonliving systems such as a light bulb in a circuit; and

CONCEPT STATEMENT:

The life support system in aquatic habitats is delicate. Students should understand the roles varying organisms play in that balance.

PERFORMANCE OBJECTIVES:

Students will be able to:

• Articulate that an organism’s habitat provides it with the necessities for its existence
• Explain how the structures and behaviors of organisms help them survive
• Describe and draw interactions between organisms
• Monitor the fish population by creating a graph for the total number of fish in the habitat.

RESOURCES:

For the entire class:

• 3-5 gallon hold tank from previous activities
• Bucket of dechlorinated water from previous activities
• About 3 dozen Gambusia fish
• One small aquarium net
• One container goldfish food (flakes). Any flake food will do.
• The Aquatic Habitat Questions on chart paper form previous activities
• Newspaper and/or paper towels
• (optional) an extra aquatic habitat from previous activities to use in class demonstration

For each group of four students:

• Aquatic habitat from previous activities

For each pair of students:

• A clear plastic cup containing 2 fish
• A piece of white scratch paper
• (optional) hand lens

For each student:

• A pencil
• A new Aquatic Habitat student sheet or journal
• (optional) Parts of a Fish student sheet

SAFETY CONSIDERATIONS: There are some safety issues when handling the fish.  The students will be advised not to touch them with their hands, to be gentle when adding them to the tank, not to use loud voices, and not to bang on the tank or cup.

SUPLEMENTARY MATERIALS, HANDOUTS:

• A new Aquatic Habitat student sheet or journal
• Parts of a Fish student sheet

Engagement		Time: __5-10min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Distribute tanks from previous activities
Show students the Gambusia fish	“What do you think will happen when the fish are added to the tank?”	Swim, eat
	What do the fish need? Is it in there?	Food, space, etc. Everything but food

Exploration		Time: __15-20 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Model how students will lower the cup into the tank so the fish can enter the water	Ask students to observe quietly without disturbing the fish.
Have students label parts of a fish	What fins do the fish use and how? How does the fish breath?	Pectoral fin, tail fin. Gills, mouth, nostril
Have students take out their journals	“Are there any changes in the habitat?”	Yes/no with explanations
	What relationships do you see between organisms?

Explanation		Time: ___10-15 min_____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Have volunteers tell what happened when they released the fish.	“What other things happened in their habitats?”	They ate the worms, they didn’t do anything, swam around, hid in plants
	“How do certain body structures or behaviors help animals survive in an aquatic habitat?”	The worms go in the sand, the fish hide in the plants

Elaboration		Time: ___5-10 min____
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Ask for predictions	“What might change in the habitats in the next few days?”	The fish will multiply, the worms will disappear
List any additional student questions on the chart paper
Have students focus on how we breathe	“How do fish breathe?”	Gills, (their noses)
	“Where do you think gills are located?”	Near their heads (on their stomachs)

Evaluation		Time: __5 -10min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Have students record more observations and drawings in their journals.	How does an organism’s habitat provide it with the necessities for its existence?