classroom in a box: discovering saskatchewan’s fish species · some animals like moving water,...
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Saskatchewan Wildlife Federation 1
Classroom in a Box: Discovering Saskatchewan’s Fish Species
Saskatchewan Wildlife Federation 2
Thepurposeofthisclassroominaboxistointroduceyourstudentstothefishthatliveinourriversandlakes,learnaboutthespecialadaptationstheyhavethatmakethemperfectforlivinghere,andtalkaboutinteractionbetweenhabitatandpopulations.Thisprogramwillalsoprovideyouwiththeopportunitytogetyourclassoutside,allowyourstudentstoconnectwiththenaturearoundthem,andtapintotheircreativeside!Feelfreetomixandmatchactivitiestosuityourclassdynamicandcurriculumrequirements.IfyouarealreadyparticipatingintheFishInSchoolsprogram(FINS),thenthisisagreatwayforyourstudentstogettoknowandunderstandthetroutthatyouareraising,aswellastheotherfishthatyoucanfindinourprovince.
IntroductiontofishinSaskatchewan
Saskatchewanishometohundredsoffishspeciesofallshapes,sizes,andcolours.Somehavingbeenintroducedwhileothershavebeenlivinghereforthousandsofyears(livingdinosaurs!).Whethertheyareonlyafewmm’sbigoranarm’slength,thesefishliveandthriveinadverseconditions.Theyareequippedwithcountlessadaptationsthatmakethemperfectfortheirchosenhabitats.Wetlandloss,climatechange,andinvasivespeciesallthreatentheirefficiencyandmakeithardtosurvive.Understandinghowthesespeciesfunctionandhowwecanmakeapositiveimpactiscrucialtothefutureofourlakes,rivers,andsportfisheries.
Activity1:FishAdaptations:Designingfish
Purpose:
Tounderstandthedifferentadaptationsthatfishhaveforvariousaquatichabitats.Materials:
• 5cardsforeachadaptationfromthemastersprovided
• crayons• largepaper
Background:
Aquatic animals are the product of countless adaptations over long periods of time. Theseadaptations,forthemostpart,arefeaturesthatincreasetheanimals’likelihoodofsurvivingintheirhabitat.Whenahabitatchanges,eitherslowlyorcatastrophically,thespeciesofanimalswithadaptationsthatallowthemmanyoptionsaretheonesmostlikelytosurvive.Somespecieshaveadaptedtosuchanarrowrangeofhabitatconditionsthattheyareextremelyvulnerabletochange.Theyareover-specializedandareusuallymoresusceptiblethanotheranimalstodeathorextinction.
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Activity:
1) In this activity the students will design a variety of fish adapted for various aquatichabitats.
2) Explainthatadaptationmeans:theprocessofmakingadjustmentstothe
environment. Give examples: porcupinehas adaptedquills for defense and claws forclimbingtrees,owlshavedevelopedspecialeyestohelpwithhunting.
3) Puttheadaptationcardsinto4piles.Oneforhabitat,oneforcolouration,etc.Dividethe
studentsintosmallgroupsof2or3.Have1ofthestudentsfromeachgroupcomeupanddrawacardfromeachpile.
1) Eachgroupistocreateanewspeciesoffishusingthecharacteristicsonthecardsthey
drew. They should draw the fish and its surrounding habitat, and name the fish.Encourageallkidsineachgrouptoparticipate.
2) Haveeachgrouppresenttheirfishtotherestofthegroupexplainingitsadaptationsand
habitat.
3) Show the students pictures of actual fish and have them point out the differentcharacteristicsandadaptations.Thiswillhelpthemtolearnthedifferentspeciesoffishand understand their habitats. There are good pictures in the Saskatchewan AnglersGuideorfeelfreetousethefishpostersthatwereincludedinthiskit.
Thisactivityhasbeenadaptedfrom“FashionAFish”intheprogramProjectWild.
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Habitat Fast flowing river
Body Shape Torpedo
(for moving fast)
Habitat Deep, cold lake
Body Shape Flat belly
(for feeding on the bottom)
Habitat Ocean (salt water)
Body Shape Hump backed
(stable in moving water)
Habitat Marsh
Body Shape Vertical disk
(can feed above or below)
Habitat Slow ,moving creek
Body Shape Eel-like
(can hide in rocks)
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Colouration Light coloured belly
(predators have difficulty seeing it from below)
Mouth Shape Sucker shaped mouth
(feeds on small plants)
Colouration Dark upper side
(predators have difficulty seeing it from above)
Mouth Shape Long upper jaw
(feed on prey it looks down on)
Colouration Vertical stripes
(can hide in vegetation)
Mouth Shape Long lower jaw
(it feeds on prey it sees above)
Colouration Spotted
(can hide in rocks)
Mouth Shape Duckbill jaws (for grasping prey)
Colouration Horizontal stripes
(can hide in vegetation)
Mouth Shape Large mouth
(engulfs prey)
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Activity2:DesigningHabitat
Purpose:Thepurposeofthisactivityistogetstudentstoidentifythecomponentsthatareessentialformostaquaticanimalstosurvive.
Materials:
• Recipecardswithfishanddescriptions(providedforclasses)• Artsupplieseg.Modelingclay,string,cardboard,foam,paints,pebbles• 5Ljars
Background:Zoosandaquariumsuseartificialhabitatstobringanimalsandfishclosertohumans,sowecanlearnabout(and,insomecases,save!)species.Therearealotofthingsthatneedtobeconsideredwhendesigningthesehabitats.Someanimalslikemovingwater,otherslikeitstatic.Somefishliketoliveindeepwater,whileotherslikeshallowerwarmwater.Rockyvssandy,saltvsfresh,lotsofvegetationorlittlevegetation,theseareallexamplesofdifferentwayshabitatscandifferfordifferentcreatures.Theideabehindthisactivityistocreateaminihabitatforthecreatureyouchoseusingcraftsupplies.Useyourimagination!Can’thaverunningwaterinajar?Whatwoulditlooklikeifyoucould?
Activity:
1. Separatetheclassintogroups.Eachgroupgetsajarandtheygettochooseacardfromthedeckwithanaquaticanimalonit.
2. Oncetheyhavetheirfishandtheirjartheycanusedifferentresourcestofindoutwhatsortofhabitattheirfishprefers.
3. Oncethathavethebasicinformationtheyneed,theycanusedifferentcraftingsuppliestocreateminiaquariaorterrariumsthatwouldsuittheirfish.
4. Attheend,studentscancomparenotestoseehowdifferentcreatureswillneeddrasticallydifferenthabitats.IfyouareaFINSschoolyoualreadyhaveanexample!
Thisactivitywasadaptedfrom“Designingahabitat”intheprogramProjectWild
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Activity3:PondExploration
Purpose: Toexplorethenumberofdifferenttypesofaquaticorganismsanddeterminethehealthofthepond.Materials:
• 1largeplasticcontainer(4litreicecreampail,lightcoloureddishpanor• rubbermaidcontainer)• 1smallwhiteplasticcontainerperchild(margarineoryogurtcontainers)• 1whiteplasticspoonperchild• Magnifyingglassesorboxes(enoughtoshare)• Identificationguides(optional)• Copiesofthe“PokeIntoAPondChecklist”.
Background:GoodwaterqualityisessentialtothesurvivaloffishspeciesinSaskatchewan.Thepresenceorabsenceofsmallaquaticorganismsisahugeindicatorofthequalityofthewater.Waterwithavariedrangeofaquaticcreaturesistypicallyconsidereda“healthy”environment,onethatmanyothercreaturessuchasfishcanlivein.Thesecreaturesmakeupthebottomofthefoodchain.Theyofteneatplantsorotherinsectsandtheyprovidefoodforlargespeciessuchasperchorwalleyeorducksthatcouldalsobelivinginthepond.Activity:
1. Takeyourgrouptoapond,sloughorwaterhole.Avoiddugoutsorotherwaterbodiesthat
havesteepsides,deepwaterneartheedgeorfastwatermovement.Duskanddawnarethebesttimestostudyactivityaroundandinponds,lakes,riversandwetlands.LateMayandJunearethebestmonths,althoughautumnisagoodtimetoseemigratingwaterfowl.
2. Stopandwatchforawhilebeforeyoureachthepond.
Encourageeveryonetobequietasyouapproach.Seewhat kindof birds, animals andother creatures arefoundnearby.
3. At the waters edge, check the water before it gets
stirredup. Seewhat’s flying justabovethesurface,skimmingacrossit,orswimmingjustbeneathit.
4. Poursomepondwaterintothelargeplasticcontainertocreatethegroup‘pond’.
5. Thestudentsusetheirpersonalcontainertoscoopupsomeaquaticlife.Usingtheirplastic
spoon,theycangentlyremovesomeofthecreaturesandaddthemtothegroup‘pond’.Alloftheexcitingfindscanthenbesharedwiththegroup.
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Note:Pleaseensurethathandsarewetbeforehandlinganypondcreatures.Yourdryskincanremovetheslimywaterproofcoatingonaquaticorganisms.
6. Organisms can be spooned intomagnifying boxes or small containers to be viewedmore
closely.Thekidscantrytoidentifythecreaturesorevensketchthemtolookatlater.
7. Whenyou’vefinishedlooking,gentlypourallthewaterandthecreaturesbackintothepond.
Note:Don’tletthecreaturessittoolonginthesun.Manyofthemneedshadeandcoolwater.
8. Youmaywishtohavethestudentswadeoutalittlefartherintothepondwith
rubberbootsoroldshoes.Thisoftenchurnsupthebottomandmakesitverydifficulttoseeanythinginthewater.Encouragedippingfromtheedge,thenallowthemtowadeintothewaterneartheendoftheactivity.
Theactivitywasadaptedfrom“PokeintoaPond”fromWondersofWildlife(2008)and“WaterCanaries”fromProjectWild(2017)
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Water Boatman
About this long
Water Strider
About this long
Freshwater Shrimp
About this long Mosquito Larva
About this long
Mosquito Pupa
About this long
Water Mite
About this long Predacious Diving Beetle Larva
About this long
Predacious Diving Beetle
About this long
Pond Snail Can be as large as this drawing.
Wheel Snail Can be as large as this drawing.
Water Flea
About this long
Leech Size varies
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Crayfish Size will vary.
Frog Size will vary
Whirligig Beetle
About this long Dragonfly Nymph
About this long
Damselfly Nymph
About this long
Copepod Very tiny
Backswimmer
About this long
Caddisfly Larva
About this long
Seed Shrimp
About this long Fairy Shrimp
About this long
Spider Size varies.
Tadpole Size varies
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Activity4:HolyPerch!
Purpose:1.Thepurposeofthisactivityistodefine“limitingfactors”forsurvivalandgiveexamples.
2.Recognizethatsomefluctuationsinfishpopulationsarenatural,andthatecologicalsystemsundergoconstantchange.
Materials:Somethingtomarktwostartinglines.
Background:Avarietyoffactorsaffecttheabilityoffishtosuccessfullyreproduceandmaintaintheirpopulations.Someofthesefactorsinclude:space,food,shelter,oxygen.
Whilefishmightalreadybeshelteredfromsomeoftheelementssuchasthewind,shelterisreallyimportantforfishtoavoidpredators.SomepredatoryfishinSaskatchewanincludepike,perch,andwalleye.
Thoughwaterisplentiful,oxygenisalimitingfactorforfishbecauseifthereisnotenoughoxygenfortheirgillstoextractfromthewatertheycannotsurvive.
Food,whetheritisplantmatter,insects,orotherfish,isanobviouslimitingfactorjustlikeitisforus.
Theonefactorthatcanhaveanimpactonthe3otherfactorsisspace.Iftoomanyfishliveinapondtherewillnotbeenoughfood,shelter,oroxygentogoaround.Thiscancausefluctuationsinpopulations.Insomecasesthiscanalsocause“stunting”atermwhichisusedwhentoomanyfishliveinasmallareaandtheydonothaveenoughroomtogrowsotheyallremainverysmall.Thishappensfrequentlywithyellowperch.
Inthisactivitystudentshavethechancetoseehowthesepopulationsfluctuatenaturallyinrelationtotheselimitingfactors.
Activity:
1. Tobeginthisactivityexplainstoyourstudentsthatthisactivityemphasizesthemostessentialthingsthatfishneedtosurvive.Reviewthelimitingfactorsforsurvival:space,food,oxygen,andshelter.Inthisgamewearegoingtolookatinteractionsbetweenthreeofthem,space,food,andshelter.Wearegoingtoassumethattheoxygencontentinthisparticularlakeisoptimalforsurvival.Laydownsometapeorropeasstartingpointsabout15mapartorasmuchroomasyoucanforsmallerareas.
2. Askyourstudentstocountoffintofours.Onescangostandbehindonelineandthetwo-foursbehindtheother.
3. The“ones”areperch.Theyrequiresheltertohidfromlargerfish,theyneedspacetoavoidstunting,andtheyneedfoodtoeat.Theperchneedto“find”theselimitingfactors.Whenthepercharelookingforfoodtheyplacebothhandsontheirstomachs.Whentheyarelookingforspacetheyspreadbotharmsouttotheirsidesandwhentheyarelookingforsheltertheyplacetheirhandsovertheirheadlikeahouse.Youcantellyourperchtochooseoneofthefactors
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thattheyarelookingforandkeepitintheirheads,warnthemthatoncetheychoosetheycannotchangeituntilthenextround.
4. Thetwos,threes,andfoursaretheresources(food,shelter,space).Explainthesamerulesyoudidtotheperchtotheresources.Theygettochoosetobeoneresourcesforeachroundbutmuststicktotheonetheychoseuntiltheroundiscompletedjustliketheperch.Tellthemtochooseintheirheadwhichonetheywanttobe.
5. Theroundbeginswhenstudentsarelinedupbehindtheirrespectedlines(perchononesideresourcesontheother)withtheirbackstooneanother.Onthecountofthreestudentsturnaroundanddisplayeitherwhatresourcetheyarelookingfor(iftheyareaperch)orwhatresourcetheyare(iftheyarearesource).
6. Iftheperchseestheresourcetheyarelookingfortheyrunacrosstotheotherside,stilldisplayingwhethertheyarehungry(handsonstomach),lookingforshelter(handsabovehead),orlookingformorespace(armsopenwide).Whentheyfindtheresourcetheywerelookingfortheybringthembacktotheperchside.Theresourcesthatweretakenhavenowbecomeperch.Thisrepresentstheperch’sabilitytosurvive.Itisfirstcomefirstserve,soiftwoperchgoforthesame“shelter”thefirstonetoreachtheshelterwins.Ifaperchisunabletofindtheresourcetheyarelookingforthey“die”andinthenextroundtheybecomeoneoftheresources.
7. Duringthefirstround,alloftheperchshouldbeabletofindtheresourcetheyarelookingfor,butasthenumberofperchincreasesodoesthecompetitionforresources.Tobeginthenextround,askallofthestudentstoturntheirbackstoeachotherandchooseanotherresourcetoeitherlookforortobe.Thencounttothreeagain.
8. Youcandoasmanyorasfewroundsasyoulike,aftertheyhavefinishedplayingyoucanaskthemabouttheinteractionbetweenthenumberofperchandtheresources.Asthenumberoffishgoesupthenumberofresourcesgodownbutatacertainpointwhentherearenotenoughresourcesthefishbegintodieoffandtheresourcerebound.Ifyoulikegraphsyoucanalsomakeasimplegraphshowingtheinteractionbetweenthetwo.
Thisactivityismodifiedfrom“OhDeer”fromProjectWild(2017)
Bonusactivity:Guesswho:Saskatchewanfishedition
Purpose:togetstudentsfamiliarizedwithfishthatliveinSaskatchewan.
Materials:
-PrintoutimagesoffishlivinginSaskatchewanwiththeirspeciesnameonit.
-Fishguidebooks,SaskatchewanAngler’sguide,orpostersforreference(optional)
Background:Thereareover60distinctfishspeciesinSaskatchewan.Allspecieshavetheirowncharacteristicsincludingcolour,shape,mouthshape,finshapeetc.Inthisactivitystudentswillgetthechancetogettoknownthesecharacteristicsandfishbetter.
Activity:PrintoffapictureofafishfromSaskatchewanforeachstudent.Tomakethisactivityeasieryoucanputthenameofthefishonthepicturetoo.Eachstudenthasapicture(thattheyhaven’tseen)
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tapedontotheirback.Itisokayifyouwanttosticktothemainfishspeciesandoverlaphavingmorethanonestudentwiththesamefish.Onceallofthestudentshavetheirphotoontheirbacktheyaskotherstudentsquestionsaboutthecharacteristicsoftheirfish.Thesequestionsshouldbeyesornoanswerquestions.Eg.Doesmyfishhaveaspinydorsalfin?Ismyfishgreen?Doesmyfishhaveteeth?Oncethestudentthinkstheyhaveittheycanguesswhattheirfishis,iftheyarewrongtheyshouldtakeabreakfromaskingquestionsandallowanotherstudenttoaskthemquestions.Theactivityisoverwheneveryonehasguessedwhattheirfish.Havingresourcesaroundwithpicturesareusefulespeciallyifthisisanintroductiontothefishthatliveintheprovince.
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