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2Year 6 Science — Let’s Go Fishing! - Version 0.2 Great Barrier Reef Marine Park Authority

Year 6 - Science

Year 6 Australian Science Curriculum Focus Recognising questions that can be investigated scientifically and investigating them.Students investigate the growth and survival of different fish species and make links between human impacts and fish survival.

Students develop an understanding of:• Different kinds of fish, their characteristics and breeding cycles• The survival needs of fish• Fish survival is affected by the health of their habitat• Personal and community decisions affect fish habitats• Sustainable fishing practices

Inquiry questions for the unit:• How do fish work?• What are their survival needs?• What happens when their habitats are polluted or modified?• What role do we play in this?• What are sustainable fishing practices and why are they important in our area?

Let’s go Fishing!

Year 6 Science – Let's go Fishing! Version 0.2 1 Great Barrier Reef Marine Park Authority

Year 6 Unit Overview — Let’s go Fishing!

School name Unit title Duration of unit

Let’s go Fishing! Approximately five weeks

Unit outline

Year 6 Australian Science Curriculum Focus – Recognising questions that can be investigated scientifically and investigating them.

Students investigate the growth and survival of different fish species and make links between human impacts and fish survival.

Students develop an understanding of:

Different kinds of fish, their characteristics and breeding cycles

The survival needs of fish

Fish survival is affected by the health of their habitat

Personal and community decisions affect fish habitats

Sustainable fishing practices

Inquiry questions for the unit:

How do fish move? Swim? Function?

What are their survival needs?

What happens when their habitats are polluted or modified?

What role do we play in this?

What are sustainable fishing practices and why are they important in our area?

Year 6 Level Description – Between Years 3 to 6, students develop their understanding of a range of systems operating at different time and geographic scales. In Year 6, students explore how changes can be classified in different ways. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. Students begin to see a role of variables in measuring changes and learn how to look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence. Year 6 Achievement Standard - By the end of Year 6 students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making.


Teacher Notes: Unit overview

The Great Barrier Reef Marine Park Authority (GBRMPA) Let’s go Fishing! Teaching Unit is a science based Year 6 unit of work. The content descriptors for this unit are from the 2011 Australian Science Curriculum (www.australiancurriculum.edu.au). Following the inquiry based 5Es approach to teaching science, the unit is based on the Australian Curriculum Assessment and Reporting Authority (ACARA) expectations of 1-2 hours per week of science lessons for Year 6 students. Each lesson is of approximately 45 minutes duration, with some lessons requiring more time to allow further depth of study or time for excursions. The nature of science investigations is to follow the line of student inquiry to promote and encourage students to think like scientists. Teachers may find that students will need or want to complete investigations other than those suggested in the teaching strategies outlined in this unit. Students are to be encouraged to follow their own line of inquiry and in the case where students do this, the teaching strategies and resources outlined in this unit may be used as a guide to supplement the student directed investigations. The overall unit or the individual lessons could be extended or shortened to cater for individual classes as deemed necessary by the class teacher. Teachers will need to allow time to prepare for the lessons prior to teaching each lesson.

Aim of the unit The lessons are structured to build students knowledge of fish habitats, their breeding cycle and the importance of sustainable fishing practices. Fish play an important role in providing food for hundreds of marine animals as well as food for humans. Caring for all 1500 species of fish found in the Great Barrier Reef Marine Park is imperative to the overall health of the Great Barrier Reef (for more information on fish in the Great Barrier Reef Marine Park see below in ‘Fish background information’ and also www.gbrmpa.gov.au). Teaching students about fish and their environments will build their environmental knowledge and encourage students’ understanding of sustainability and stewardship. The main premise of this unit is coastal development and direct use, which are two of the Key Focus Areas of the Great Barrier Reef Outlook Report 2009 (see www.gbrmpa.gov.au for more information on the Outlook Report 2009). The GBRMPA encourages teachers to follow the main aim of Reef Guardianship – to be stewards of the environment.

http://www.australiancurriculum.edu.au/

http://www.gbrmpa.gov.au/



Fish Background Information:

o Fish in the Great Barrier Reef Marine Park There are approximately 1500 different species of fish found in the Great Barrier Reef Marine Park. Fish are an essential part of the entire Great Barrier Reef ecosystem. The GBRMPA, in its aim to protect the natural qualities of the Great Barrier Reef, while providing for reasonable use of the region, contributes to fisheries management through the use of management zones which restrict fishing activities and also through involvement in fisheries management planning conducted by the Queensland Government.

The GBRMPA recognises that the harvesting of fisheries resources is an important and reasonable use of the Marine Park and consistent with use of the Great Barrier Reef World Heritage Area. However, it also acknowledges that fishing affects target species, non-target species and their habitats and consequently has the potential for producing ecological effects in both the fished areas and the Reef system as a whole. The GBRMPA is working to ensure that all fishing activities in the Great Barrier Reef Marine Park and World Heritage Area are ecologically sustainable.

Through collaboration with fisheries management agencies and stakeholders, the GBRMPA seeks to:

Minimise ecological impact through the restriction, cessation or mandatory adoption of new technologies to minimise ecological damage of fishing activities that are deemed to be significantly damaging the ecosystems (using the best information available).

Work with fisheries stakeholders and utilise their knowledge to modify fishing practices and develop bycatch reduction tools and strategies to assist in minimising the ecological impacts of fishing.

Establish a comprehensive system of protected areas that are representative of the complex range of ecological communities found in the Marine Park.

Ensure monitoring and assessments are undertaken to determine the impacts of fishing activities and the status of harvested stocks, non-target species and the ecosystems on which they depend.

Undertake and sponsor research designed to quantify the ecological impact of fishing activities judged to be ecologically damaging.

Ensure that ecologically sustainable fishing activities are managed in a way that is continually reviewed as new information becomes available.

The GBRMPA aims to ensure understanding of, and compliance with the management regimes in the Great Barrier Reef region through public information and education programs and the adoption of satellite monitoring and communications technology. The GBRMPA is developing ongoing and effective communications with stakeholders associated with fisheries in the entire World Heritage Area. These stakeholders include commercial, recreational and Indigenous fishers, conservation groups, other community groups and government agencies. With the increasing national and global demand for fish resources, an increasing population with more leisure time and appreciation of resource use by Indigenous fishers, it is important to develop a strategic approach to the management of commercial, recreational and Indigenous fishing in order to achieve ecological sustainability.


Unit Lessons

Engage Lesson 1: Fishing stories

Explore Lesson 2: Healthy habitats

Lesson 3: Survival needs

Explain Lesson 4: Fish research

Lesson 5: Fishing rules

Elaborate Lesson 6: Sustainable fishing investigation

Lesson 7: Fishing day

Evaluate Lesson 8: Analyse data

Lesson 9: Report on data

Lesson 10: Report on data


Identify curriculum

Content descriptions to be taught General capabilities and

cross-curriculum priorities Science Understandings Science as a Human Endeavour Science Inquiry Skills

Biological Sciences

The growth and survival of living things are affected by the physical conditions of their environment

Nature and Development of Science

Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena

Use and Influence of Science

Scientific knowledge is used to inform personal and community decisions

Questioning and Predicting

With guidance, pose questions to clarify

practical problems or inform a scientific

investigation, and predict what the findings

of an investigation might be

Planning and Conducting

With guidance, select appropriate

investigations methods to answer

questions or solve problems

Decide which variable should be changed

and measured in fair tests and accurately

observe, measure and record data, using

digital technologies as appropriate

Use equipment and materials safely,

identifying potential risks

Processing and Analysing Data and

Information

Construct and use a range of

representations, including tables and

graphs, to represent and describe

observations, patterns or relationships in

data using digital technologies as

appropriate

Compare data with predictions and use as

evidence in developing explanations

Evaluating

Suggest improvements to the methods

used to investigate a question or solve a

problem

Communicating

Communicate ideas, explanations and

processes in a variety of ways, including

multi-modal texts

Literacy

Communicate confidently in listening, reading and viewing, writing, speaking and creating print and visual materials

Critical and Creative Thinking

Observe, question, make predictions and think creatively to solve problems during investigations

Ethical Behaviour

Consider human impacts on the environment and other living organisms and evaluate their own and other people’s actions

Personal and Social Competence

Follow procedures and work both within a group and independently to share and discuss ideas

Sustainability

Investigate human impacts on animals and their habitats and the role we all play in maintaining the health of the habitats for animals’ survival


Relevant prior curriculum Curriculum working towards

By the end of Year 5 students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. When carrying out investigations they use equipment in a way that improves the accuracy of their measurements and observations. They describe patterns in their results, report on their findings and reflect on the methods that they have used. Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. They describe the place of Earth in space. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases.

In Year 7, students explore the diversity of life on Earth and continue to develop their understanding of the role of classification in ordering and organising information. They use and develop models such as food chains, food webs and the water cycle to represent and analyse the flow of energy and matter through ecosystems and explore the impact of changing components within these systems. They consider the interaction between multiple forces when explaining changes in an object’s motion. They explore the notion of renewable and non-renewable resources and consider how this classification depends on the timescale considered. They investigate relationships in the Earth, sun, moon system and use models to predict and explain events. Students make accurate measurements and control variables to analyse relationships between system components and explore and explain these relationships through increasingly complex representations.

Links to other learning areas

QSA Year 6 Literacy Indicators (2009)

Reading and Viewing

RV6 ii. Read and view a range of literary and non-literary text types encompassing:

o familiar or unfamiliar content that requires background knowledge

o complex relationships between ideas and concepts

o complex interrelationships between textual features that require more interpretation

o universal themes, e.g. peace, pollution, inventions

Writing and Designing

WD6 i. Identify purpose, audience and writing task and consider topic, subject matter, text structure and writer-reader relationships when writing/designing a variety of literary and non-literary texts

WD6 iv. Write and design texts using a range of strategies to plan, including:

o generating a range of ideas and selecting the most appropriate one

o gathering information from personal knowledge and learning experiences and from a range of reliable sources such as literary or information texts

o completing in a reasonable timeframe

o organising main ideas and supporting details using strategies such as key questions, detailed notes or graphic organisers

o determining relevance of information for the purpose

WD6 x. Select technical or literary language that provides detail, adds precision and engages the audience, including associated words across the text that maintain meaning and context


Assessment Make judgements

Describe the assessment Assessment date Student task sheet, links to QSA Literacy Indicators (2009) and guide to making judgements can be found in the resource section of the unit.

Summative Assessment

Students will use data gathered on their Fishing Day to analyse the health of their local ecosystem and propose ways they can fish sustainably. Students will present their findings in the form of a report. The report should take the following format (this could be adjusted by the teacher to the needs and context of the class fishing day):

Introduce the topic of sustainable fishing.

Give an overview of the chosen fishing spot (location, history, what activities occur there and any controversy surrounding it in terms of development or other issues).

Provide their analysis of the health of the fishing spot.

Justify reasons behind their analysis using data gathered on the Fishing Day.

Provide ways to keep or improve the health of the fishing spot (the ecosystem), including sustainable fishing practices (for example re-snagging in rivers or restoring fish nursery areas).

Summarise with reasons why the health of the ecosystem is important, why sustainable fishing practices are important and what the effects might be if the health and sustainability of the ecosystem are not looked after.

The summative assessment piece is designed to be produced and presented during the Evaluate stage of the unit when students will have gathered all the knowledge required to successfully address the criteria. This date is to be determined by the class teacher.


Useful Websites

Eco Kids www.ecokids.ca Great Barrier Reef Marine Park Authority www.gbrmpa.gov.au Department of Agriculture, Fisheries and Forestry http://www.daff.qld.gov.au/home.htm Middle School Science Resources www.middleschoolscience.com The Biology Corner www.biologycorner.com The Better Fish – Traditional Aboriginal Story about barramundi www.thebetterfish.com Northern Territory Government – good information about the barramundi life cycle www.nt.gov.au Sustainable seafood guide www.goodfishbadfish.com.au The Marine Discovery Centre, Henley Beach, Fishing with Les Game and resources http://www.marinediscoverycentre.com.au/Marine_Discovery/games/FishingWithLes.html

Useful Books

Blueback, Tim Winton

The World that we Want, Kim Michelle Toft

One Less Fish, Kim Michelle Toft and Alan Sheather

Salmon Forest, David Suzuki and Sarah Ellis

Leo the Littlest Seahorse, Margaret Wild and Terry Denton

The Rainbow Fish Series, Marcus Pfister Herbert and J. Alison James

http://www.ecokids.ca/


http://www.daff.qld.gov.au/home.htm

http://www.middleschoolscience.com/

http://www.biologycorner.com/

http://www.thebetterfish.com/

http://www.nt.gov.au/

http://www.goodfishbadfish.com.au/

http://www.marinediscoverycentre.com.au/Marine_Discovery/games/FishingWithLes.html


Teaching and learning Supportive learning environment

Teaching strategies and learning experiences Assessment opportunities

Adjustments for needs of learners

Resources

ENGAGE – To capture interest and discover what we think we know

Lesson 1 – Fishing Stories

Suggested time – 45 minutes

Introduction – Fishing Stories

Show students footage of someone catching a fish (YouTube or different Internet sites).

Ask students to share their fishing experiences. They can also share experiences of other family members or friends if they have don't have much fishing experience.

Ask students to write up their stories as short stories, along with illustrations as a part of a class display.

Investigation – Discussion

Have a discussion with students about fishing e.g. reasons, rules, different types, knowledge of fish. The following questions could be used as a guide:

o Why do we go fishing?

o Why do people like fishing?

o What different sorts of fishing are there?

o How do you prepare to go fishing?

o What do you know about the fish you catch?

o Do you have a favourite fishing spot?

Start a retrieval chart or a TWHL chart to record students’ knowledge and add to this throughout the unit. Information could be put under headings such as:

o Types of fish, breeding cycles, habitats, fishing methods, fishing rules.

Start a word wall with students to continuously add to throughout the unit. This should be displayed in a place where students can always add to it each lesson. It may be done in alphabetical order or on moveable cards so that students can interact with the words and sort them into categories as they progress throughout the unit.

Start a science journal for students to record their learning and reflection as they progress through the unit. The science journal could be done in a simple ruled exercise book, a scrap book, or done on a computer in a format suitable to the class. How much time students are given to write in their

Lesson 1

Diagnostic assessment opportunities:

- use retrieval chart or TWHL chart to assess students' knowledge of fish ecosystems and fishing practices.

Section 6 of the Disability Standards for Education (The Standards for Curriculum Development, Accreditation and Delivery) state that education providers, including class teachers, must take reasonable steps to ensure a course/program is designed to allow any student to participate and experience success in learning. The Disability Standards for Education 2005 (Cwlth) is available from: <www.ag.gov.au> select Human rights and anti-discrimination > Disability standards for education. ESL Considerations Teachers should refer to the Learning Place www.learningplace.com.au ‘ESL in the Classroom’ for ‘Break it Down, Build it Up’ resources to help restructure the unit according to the ESL needs of the class. Risk Management Refer to Department of Education and Training www.education.qld.gov.au for advice and forms

Lesson 1 Footage of someone catching a fish, or a picture. Large paper for retrieval chart or TWHL chart.

http://www.learningplace.com.au/

http://www.education.qld.gov.au/





Resources

science journal each lesson will need to be determined by the teacher according to the needs of the students. A science journal is a record of observations, experiences and reflections. It contains a series of dated, chronological entries. It may include written text, drawings, labelled diagrams, photographs, tables and graphs.

relating to risk management during curriculum activities and excursions.

EXPLORE – To have shared, hands-on experiences

Lesson 2 – Healthy Habitats

Suggested Time – 45 minutes

Introduction – Pollution Discussion

Discuss with students how they think pollution affects fish habitats:

o What sorts of pollution occur in fish habitats?

o Where does the pollution come from?

o What impacts does it have?

As a class, read Resource 1 – How biodegradable is your trash?

Discuss the chart and how students think this affects rubbish disposal and habitats when these items are not disposed of in a proper way. How can we dispose of these things in a proper way?

Investigation – Pollution Experiment

Explain to the students they are going to conduct an experiment to investigate how pollution will affect a fish habitat. They are going to use pollution from their own school environment.

Discuss what pollution is found around the school.

Teachers could also discuss household pollution – what gets washed down the drain e.g. oil, detergents, washing powder, bleach? If the school has some of these available (only those safe to use in the classroom), they could also be added to the experiment.

Explain to the students they will be setting up the experiment today and observing the results over the next couple of weeks.

Read Resource 2 – Procedural Text Pollution Experiment.

Discuss what the experiment is about. Use Resource 4 – Predict Observe Explain Poster, to generate discussion about how the experiment will be conducted.

Lesson 2

Formative assessment opportunities:

- use discussion to assess students' developing knowledge of how scientific knowledge can be used to inform decisions

- use the investigation planner to assess students' science inquiry skills

Lesson 2 Resource 1 – How biodegradable is your trash? Resource 2 – Procedural Text Pollution Experiment. Resource for experiment – list provided in Resource 2. Resource 3 – Investigation Planner. Resource 4 – Predict Observe Explain Poster.





Resources

Fill in an investigation planner using Resource 3 and set up the experiment.

Place the experiments in a place where changes can be observed daily.

Set up a chart beside the tanks to record daily changes. This can then be used when students need to explain their results and conclusions.

Add new words to the word wall.

Students add their learning and reflections to their science journal.

Lesson 3 – Survival Needs

Suggested Time – 45 minutes

Introduction – Labelling fish

Ask students to explain what fish need to survive. They should know the basics of all living things and may identify other things specific to fish.

Have pictures of fish to discuss their features and how they are used to help the fish survive in their habitats.

Have students draw a picture of a fish and label this with the external features of a fish.

Ask students to explain how fish breathe.

Use pictures or YouTube clips of fish breathing, showing the gills.

Discuss this with students and clarify any questions.

Investigation – Fish Gills

Explain to students they are going to conduct an experiment to see what happens when a fish has to breathe through polluted water.

Read Resource 5 – Procedural Text – Gill Experiment.

Use Resource 4 – Predict Observe Explain Poster, to generate discussion about how the experiment will be conducted.

Fill in an investigation planner – Resource 3.

Set up and conduct the experiment.

Discuss results and record conclusions in the investigation planner.

Review what is happening in the Pollution Experiment.



Lesson 3


- use the students’ fish drawings and discussions about the features of the fish to assess students' knowledge of what fish need to survive in their environment.

- use the investigation planner to assess students’ science inquiry skills.

Lesson 3 Paper and pencils to draw and label fish. Pictures of different reef fish to generate discussion about biodiversity e.g. http://www.daff.qld.gov.au/home.htm YouTube clip of fish breathing www.youtube.com/watch?v=XEIRlw5rCUk Resource 5 – Procedural Text Gill Experiment. Resources for Gill Experiment – list provided in Resource 5. Resource 3 – Investigation Planner. Resource 4 – Predict Observe Explain Poster



http://www.youtube.com/watch?v=XEIRlw5rCUk

http://www.youtube.com/watch?v=XEIRlw5rCUk





Resources

EXPLAIN – To demonstrate what we have learned by explaining

Lesson 4 – Fish Research

Suggested time – 45 minutes to one hour

Introduction – Fish Species

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 really not sure, make one of the questions they need to research in their investigation – What makes a fish a fish?

Investigation – Research

Explain to students they are going to research different kinds of fish.

As a class, come up with a list of questions students could investigate to find out more about fish. Some questions might be:

o What makes a fish a fish?

o What is the difference between a sea horse and a whale shark?

o What is the similar about a seahorse and a whale shark?

o What fish are found in our local area?

o What is the difference between a saltwater and freshwater fish?

o Can some fish live in both saltwater and freshwater?

o What is an example of a life cycle of a fish?

Have a range of books, Internet access, poster and fact sheets available for students to research.

In pairs, groups or individually, students choose one or two questions to answer.

Students then share their information with the rest of the class and discuss any questions or interesting facts they may find.

The information collected could be used for students to write a report on fish, or create fact sheets for display around the classroom.

Review what is happening in the Pollution Experiment (Lesson 2).



Lesson 4


- use students’ research findings and reports if written, to assess their developing knowledge of how fish and their survival in different environments.

Lesson 4

Pictures of different types of fish for discussion activity. Books, Internet access, fact sheets, posters for research.





Resources

Lesson 5 – Fishing Rules


Introduction – Marine Park Legal Requirements

Ask students if they know of any rules for fishing. Students may have already identified rules at the beginning of the unit, if so review these rules and add to them if students think of more.

Discuss with students why there are rules in place for fishing. Record students’ responses to refer to at the end of the lesson.

Read Resource 6 – Marine Park Fishing Rules.

Discuss these with students and clarify any unknown words.

Identify what protected and restricted species are.

Investigation – Research

Explain to students they are going to research what the rules are for fishing and work out why there are rules.

Have books, posters, Internet access and pamphlets available for students to research fishing rules that apply to their local area or the Great Barrier Reef Marine Park in general.

Make a list of inquiry questions with students to help them conduct their research. The research could be done in a variety of ways according to the needs of the class. One way would be for students to choose from the following suggestions:

o Research the size limits for catching fish

o Research the different fishing rules for each different type of zone

o Research the rules for catching a specific species of fish such as barramundi or coral trout

o Research the different types of fishing methods used in the Marine Park.

Students could use the information they gather to write a report for use to share with the class or for use in the school newsletter.

Discuss the information gathered and clarify why fishing rules are so important.

Ask students what do they think would happen if there were no rules for fishing and everyone could just fish however much they wanted?

Review what is happening in the Pollution Experiment (Lesson 2).



Lesson 5


- use students’ research to assess their developing knowledge of how scientific data and knowledge is used to make community decisions

Lesson 5 Resource 6 – Marine Park Fishing Rules and Zoning Maps Books, posters, Internet access, pamphlets for research on fishing rules. See www.gbrmpa.gov.au or www.sunfishqld.com.au.

http://www.gbrmpa.gov.ai/

http://www.sunfishqld.com.au/





Resources

ELABORATE – To build understanding through an investigation

Lesson 6 – Sustainable Fishing Investigation

Suggested time – 45 minutes to one hour

Introduction – What is sustainability?

Discuss with students what sustainable means in different contexts:

o Sustainable fishing

o Sustainable farming

o Sustainable living

Create a definition for sustainable fishing; write this down to refer back to at the end of the lesson.

Investigation – Sustainable fishing activity

Follow the activity in Resource 7 – Sustainable Fishing Activity.

This activity also covers the concept of bycatch, which may need to be explained to the students before starting the activity if they are unsure of its meaning.

When the activity is finished, review and reflect on the sustainable fishing definition created at the beginning of the lesson – does it need to be changed or added to, do students have a better understanding of the reasons behind fishing rules and sustainable fishing?

Also remember to explain the results of the Pollution Experiment from Lesson 2 if this has not already been done.



Lesson 7 – Catch and Release Fishing Day

Suggested time – One Day.

Organise a catch and release Fishing Day with the local community at a local beach, estuary or other familiar fishing spot. Ask parents, community members, other classes and staff to be involved. You may need to run some workshops at the school to teach kids about fishing methods.

The aim of the Fishing Day is for students to assess the health of the local waterways, practice their fishing skills and collect data about different fish species.

Provide a worksheet for the students that they will need to fill out during the day. This will need to be written in context to the place visited during the excursion.

Lesson 6

Summative assessment opportunities:

- use conclusions students draw about sustainable fishing practices to assess students’ knowledge of using science to make personal and community decisions and students' knowledge of how fish are affected by people in their environment.

Lesson 7


- use the data students gather to assess their science inquiry skills.

Lesson 6

Resource 7 – Sustainable Fishing Activity.

Resources for activity – resource list provided in Resource 7.

Lesson 7

Resources and equipment for the fishing day will need to be decided on by the teacher and the students when organising the excursion.

Sunfish QLD

www.sunfishqld.com.au

http://www.sunfishqld.com.au/





Resources

Some suggestions include:

o Have you visited _________ before?

o Have you observed any changes over the time of your visits?

o Make an assessment of the health of the ecosystem at ____________.

o Provide reasons for your assessment – what did you see, smell or hear?

o Record the size and breed of each fish you catch and release. You could also take a photo of each fish you catch to help identify which species it is.

E.g. of data table to record fish caught:

Time Place Species Size (length or weight or both)

Bait used

This data can be collated during the next science lesson.

EVALUATE – To review and reflect on learning

Lesson 8 – Analyse Data from the Catch and Release Fishing Day


Introduction – Fishing Day Review

Review the day with students. What worked? What could be improved?

As a class, look at the data each student collected. Ask students if there are any interesting stories to tell about their data. Discuss with students the health of the fishing spot visited and other relevant information they gathered on the day.

If photos were taken, review these for possible inclusion in students' reports.

Investigation – Report

Explain to students they are going to use their data and information gathered on their Fishing Day to write a report about their local fishing spot.

Work with students to identify what questions they will need to answer to complete the report and how the report will need to be set out. Use Resource 8 – Student Task Sheet to discuss with students what is expected in the report.

Identify resources available and set a time frame according to the needs of the class and time available in the term. Students start their reports.

Lesson 9 and Lesson 10 – Continue report writing

Suggested time – how much time students are able to spend writing their reports will

depend on the needs of the class and the length of time available in the school term.

Lesson 8 – 10


- students’ final reports can be used to assess their science understandings, science as a human endeavour and science inquiry skills

Lesson 8 – 10

Data gathered on Fishing Day.

Resource 8 – Student Task Sheet.


Use feedback (these are some suggestions, teachers will need to vary this according to the needs of their class)

Ways to monitor learning and assessment

Year 6 teacher:

Initially plan the teaching, learning and assessment needs of all learners and make adjustments to the unit plan as necessary

Use diagnostic, formative and summative assessment opportunities throughout the unit to plan for students learning and assess student knowledge development

Mark presentations and moderate with colleagues to achieve consensus and consistency of teacher judgment

Feedback to students Teachers:

Plan opportunities for conversations to provide ongoing feedback (spoken and written) and encouragement to students on their strengths and areas for improvement

Reflect on and review learning opportunities to individualise learning experiences required

Provide multiple opportunities for students to experience, practise and improve knowledge, processes and skills

Students:

Identify what they can do well and what they need to improve

Provide feedback to a peer on interaction skills and suggest some strategies for improvement (written and spoken feedback)

Reflection on the unit plan At the conclusion of the unit teachers can reflect on the unit for future planning by answering the following questions:

What worked well in this unit?

What was a stumbling block?

How would you refine it?

What trends and gaps in learning have you identified?

How will you build on these learning experiences next term and beyond?


Great Barrier Reef M

arine Park Authority

Great Barrier Reef Marine Park Authority

Resource 1 – How biodegradable is your trash?

ITEM BIODEGRADABLE TIMELINEBanana Peel 2 months

Notebook Paper 3 monthsComic Book 6 monthsWool Mitten 1 year

Cardboard Milk Carton 5 yearsWooden Baseball Bat 20 years

Leather Baseball Glove 40 yearsSteel Can 100 Years

Aluminium Soda Can 350 yearsPlastic Sandwhich Bag 400 yearsPlastic Six-Pack Ring 450 years

Polystyrene Foam Cup Maybe NeverCar Tire Maybe Never

Glass Bottle Maybe Never

Information Information sourced from Coral Reef Alliance (www.coral.org/node/3916 from Source: Cornell University Cooperative Extension of Albany County, New York, and the Environmental Protection Agency)


arine Park A

uth

ority

Great Barrier Reef Marine Park Authority


arine Park Authority


Aim

To find out how pollution will affect a fish habitat

Materials

• Two tanks or containers to each represent a fish habitat • Water (add salt to water to create a marine environment)• Sand or dirt (to represent the bottom of the habitat where the fish live)• Rubbish from around the school, or scraps and wrappings from your own lunch to act as pollution• Gloves

Procedure

1. Fill in your investigation planner.2. Put a layer of sand or dirt into each tank.3. Fill one of your tanks with water. This tank is your control. No pollution will be put into this tank. Label it as ‘control’.4. Fill the other tank with water. This tank will have pollution put into it. Label this tank as ‘pollution’.5. Find some rubbish lying around in your school. If you have a very clean school and there is no rubbish, keep some

scraps or wrappings from your own lunch to act as pollution.6. If you are collecting rubbish from around the school grounds, make sure you wear gloves.7. Put your rubbish into the ‘pollution’ tank. 8. Over the next couple of weeks, observe and record what happens to the ‘control’ tank and the ‘pollution’ tank. 9. Record what happens and draw conclusions about how pollution might affect fish in their habitat.

Resource 2 – Procedural Text - Pollution Experiment


Resource 3 – Investigation Planner

Investigation Planner

Name: ........................................................................................................................ Date: ..........................................................................

Title of our Investigation Hypothesis. What do you think will happen? Explain why

To make the test fair what are you going to: Independent Variable

Change?

Dependant Variable

Measure?

Control Variable

Keep the same?

Labelled Diagram

Illustrate how you will set up your investigation.

Equipment

What equipment will you need?

Procedure

How will you complete the investigation? Use dot points.


Resource 3 – Investigation Planner (cont.)Explaining Results When you changed the_________________________________________________what happened?

Why did this happen? Was your hypothesis accurate?

What challenges did you have in doing this investigation? How could you improve this investigation?What would you investigate next?

Fairness? Accuracy?

Teacher Comments:


Resource 4 – Predict Observe Explain Poster

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Aim

To find out how murky water can affect a fish’s breathing capability

Materials

• Coffee filters (or dish cloths, very fine mesh or other material to act as the fish gills)• Murky polluted water (this could be made by putting dirt, sand, small bits of rubbish, oil, detergents or other pollutants

into the water)• Clean water• Container or sink to catch the water as you pour it through the filter.

Procedure

1. Fill in your investigation planner. Explain how you will complete your experiment.2. Pour some clean water through a coffee filter.3. Record what happens – does the filter catch anything? If the coffee filter was the fish’s gills, would the gills be able to

easily absorb oxygen through the clean water?4. Pour some murky water through the coffee filter.5. Record what happens – does the filter catch anything? If the coffee filter was the fish’s gills, would the gills be able to

easily absorb oxygen through the murky polluted water?6. Compare your results. Write up a conclusion in the investigation planner to explain how murky polluted water might

affect a fish’s ability to absorb oxygen as they breathe and how this would affect their overall health.

Resource 5 – Procedural Text - Gill Experiment


Resource 6 – Marine Park Fishing Rules

You must not ‘take’ protected fish species (for example, Maori wrasse, barramundi

cod) in the Great Barrier Reef Marine Park unless you have a Marine Parks

permit.

You can only ‘take’ or ‘possess’ five specimens of each restricted species at any

time in the Great Barrier Reef Marine Park.

Note: ‘Take’ includes removing, gathering, killing or interfering with, or

attempting to take. ‘Possess’ means to have custody or control of. There

may be special arrangements for Traditional Owners.

You must abide by the fishing requirements in the Zoning Plan:

• General Use Zone (light blue) and Habitat Protection Zone (dark blue)

– maximum of three lines/rods per person, six hooks in total

• Conservation Park Zone (yellow) – one line/rod with one hook per

person

• Buffer Zone (olive green) – maximum three lines/rods per person, six

hooks in total, trolling for pelagic species only

• No fishing in the Scientific Research Zone (orange), Marine National

Park Zone (green) or Preservation Zone (pink).

You must abide by the spearfishing requirements in the Zoning Plan:

• Spearfishing is allowed in the General Use Zone (light blue), Habitat

Protection Zone (dark blue) and Conservation Park Zone (yellow)

but you must have a Marine Parks permit to spearfish in Public

Appreciation Special Management Areas of the Conservation Park

Zone.

• Spearfishing is not allowed in the Buffer Zone (olive green), Scientific

Research Zone (orange), Marine National Park Zone (green) or

Preservation Zone (pink).

• You must not spearfish:

� For sale or trade

� With underwater breathing apparatus (other than snorkel)

� With a power-head

� With a firearm or light.

You must abide by State Fishing regulations including species allowed, size limits,

bag limits, protected species, tackle restrictions, and seasonal and area closures.

You must not discharge fresh fish parts, unless the fish were caught in the Marine

Park.

You must notify the Secretary of the Department of Sustainability, Environment,

Water, Population and Communities within seven days of becoming aware that

an activity you undertook without a permit resulted in an unintentional death,

injury, trading, taking, keeping or moving of a species specified in the Environment

Protection and Biodiversity Conservation Act 1999.

Information sourced from the Great Barrier Reef Marine Park Authority (www.gbrmpa.gov.au)

When fishing in the Great Barrier Reef Marine Park, there are certain rules you must follow. Outlined below are the legal requirements of fishing in the Great Barrier Reef Marine Park.


Resource 7 – Sustainable Fishing ActivityAdapted and modified from California Academy of Sciences Sustainable fishing in the Philippines:http://www.calacademy.org/teachers/resources/lessons/sustainable-fishing-in-the-philippines/. Originally adapted from Fishing for the Future in Curriculum Guide 2002. Retrieved from www.facingthefuture.org.

Objectives:Students will see how unregulated fishing can lead to depletion of fish stocks. They will also have an opportunity to discuss the factors that may contribute to the depletion and come up with ways (regulations) to better manage their resource. Overview:

• Each student will be a “fisher” whose livelihood depends on catching fish.• Each piece of popcorn represents a fish.• Each fisher must catch at least two fish in each round to survive to the next fishing season.• When the fishing season begins, students must hold their hands behind their backs and use the “fishing rod” (straw) to suck “fish” (pieces of popcorn) from the “ocean” (plate) and deposit them into their “boat” (cup).• The fish remaining in the ocean after each fishing season represent the reproductive population, and thus one or two new fish will be added for every fish left in the ocean (plate).• After each round, fishers must record their catch in their Fishing Log.

Materials:• Two or three bags of popped, plain popcorn (amount depends on class size)• Small paper cups (one per student)• Large paper plates (one per group)• Spoons (one per group)• Straws (one per student)• Watch (for timing the activity) e.g. 20 second intervals• Fishing Log (one per group or student).


Resource 7 – Sustainable Fishing Activity (cont.) Procedure:

1. Divide the class into groups of three or four students and have them come up with a name for the area or reef where they fish.2. Give each group one plate, a copy of the Fishing Log and each student one cup, and one straw. 3. Put 30 popcorn pieces on each group’s plate. These are the fish that inhabit their fishing area or reef.4. Remind students that all fishers fish at the same time and must keep their hands behind their backs and wait for a signal to start fishing.5. Give students 20 seconds for the first “season” of fishing. Note: You can change the time allotted for each season to get the required effect. For example,

if students are not depleting their stocks fast enough, you may increase the “season” to 30 seconds or if they are depleting the stocks too fast, you can decrease the time.

6. After the first round, have each fisher count his or her catch (fish in their cup), the total bycatch for the group (dropped before reaching the cup) and the total fish left in the ocean (plate). Have them record the data in their Fishing Log. In the game, a “fish” that leaves the ocean but is not placed into the “boat” is considered bycatch and cannot be put back into the ocean or counted as catch.

7. In order to survive to the next fishing season, fishers must catch at least two fish. Fishers who did not catch the minimum amount must sit out for the following rounds.

8. Add one or two new fish for every fish left on the plate, explaining that the fish reproduced in between the seasons.9. Play a second round and have students record catches on the Fishing Log.10. For the third round, tell students that some fishers have decided to use other “gear types” to increase their catch. Give a spoon to one fisher from each group

(use of the spoon represents trawling). Record catches on the Fishing Log.11. Continue playing more rounds until one group runs out of fish. Note: If students are not depleting their stocks fast enough, you may give more fishers spoons.12. When one group runs out of fish, ask them what they would do in the real world if they caught all of the fish who inhabited their surrounding waters. (One

option is to switch to a different profession, but another option is to move to another area to fish.) Allow students to “invade” other groups when their area is depleted, but don’t tell them that they can do this beforehand. Fishers may either go as a group or they may disperse separately to other areas.

13. Repeat fishing, recording and replenishing fish stocks until all (or most) groups fish out their areas. 14. Conduct a discussion about the concept of sustainability. If any group did not completely deplete their fish discuss why this happened (less people fishing,

etc.) Ask why sustainability might be an important goal for a community and why it might be difficult to achieve that goal. Have each group of students brainstorm ways that they might have made the fisheries more sustainable. Some possible ways are catch limits (a certain number of popcorn pieces), marine reserves (an area of the plate where fishing is not allowed), bans against fishing (no use of spoons).

Extensions:• Have each group decide on a plan to make their fishery more sustainable.• Conduct another six rounds (or less) of fishing, using the sustainability plans that the students developed. Because students know how to play, these rounds

will go faster. Have students record their new season catches and compare them to the trend seen in the previous seasons.• Another modification to this activity can be the introduction of different “species” (e.g. M&M’s). These species can be more valuable (although more difficult to

catch) or incur a penalty if one or more are caught, such as protected or restricted species.


Resource 8 – Fishing Task Sheet - Year 6 Science Report

Your Task:You will provide a report on the health and sustainability of your local fishing spot. You will use the knowledge you have learnt in your science lessons about fish and their ecosystems as well as the data you gathered on your Fishing Day to write your report.

The investigation and report will include:• An introduction to the topic of sustainable fishing• An overview of the chosen fishing spot

Where it is The history of the fishing spot Any controversy surrounding it Who uses the fishing spot and what activities occur there?

• Your analysis of the health of the fishing spot• Explanations about your analysis. You will need to use your data

gathered on the Fishing Day to explain your reasons• Suggestions of ways to keep, or improve, the health of the fishing spot (the ecosystem), including sustainable fishing practices• A summary with reasons why the health of the ecosystem is important,

why sustainable fishing practices are important and what the effects might be if the health and sustainability of the ecosystem are not looked after.


Year 6 Let's Go Fishing – Science Report Name: ____________________________

Purpose of assessment: Students will write a report on the health and sustainability of their local fishing area using knowledge from science lessons, research and the data gathered from their Fishing Day. They will propose ways they can fish sustainably.

Knowledge and Understanding

Science Understanding Science as a Human Endeavour

Skills

Science Inquiry Skills

Biological Sciences - An overview of sustainable fishing including:

What fish need from their environment to survive

An explanation on why size limits are used to protect fish species.

Nature & Development of Science - Data collected on the Fishing Day is used to test predictions on the health of the local fishing spot and develop explanations on how to sustainably manage the area for fishing in the future. Use and Influence of Science - Using scientific knowledge, considers how the actions of communities living in and around the local fishing spot could impact fishing there. Makes recommendations on how to keep, or improve, the health of the fishing spot (the ecosystem) and why this is important.

Questioning and Predicting - With guidance, poses questions relating to sustainability of fishing at the local fishing spot and uses these to guide predictions relating to the investigation. Planning and Conducting - Observes, measures and records data on the Fishing Day using the table provided. - Uses fishing equipment safely and correctly. Processing and Analysing Data and Information - Uses information and data gathered to explain patterns and trends and suggest ways of ensuring sustainable fish stocks at the local fishing spot.

Evaluating - Reflects upon learning to summarise why the health of the ecosystem is important, why sustainable fishing practices are important and what the effects might be if the health and sustainability of the ecosystem are not looked after. Communicating -Ideas, explanations and process are described in a variety of ways including using data from a data table, knowledge from science lessons and their own research.

The student comprehensively describes the topic of sustainable fishing including the relationship between a healthy environment and a healthy fish population, environmental requirement s for fish survival, and how fish lifecycles and behaviours are used to inform size limits on certain species. They describe sustainable fishing in terms of its relationship and relevance to the local fishing spot.

After a considered examination of the data collected and the scientific knowledge surrounding sustainable fishing at the local fishing spot, the student delivers a comprehensive explanation on how to sustainably manage the local area for the future. The importance of maintaining fish stocks and maintaining the health of the ecosystem is also comprehensively explained.

Questions used analyse, clarify and inform investigations into sustainable fishing and help to make reasoned predictions to explain ways of ensuring sustainable fish stocks at the local fishing spot. Identifies which data to accurately collect and describes patterns in data to give reasonable explanations as to why this data is important in making decisions on fisheries management.

The student summary contains reasoned explanations, analyses and they interpret patterns and relationships in the data. They make explicit comparisons with their predictions on the issue of sustainable fishing at the local fishing spot. They communicate ideas in a clear and concise manner using data from a data table, knowledge from science lessons and their own research.

The student briefly describes the topic of sustainable fishing and describes and identifies either the relationship between a healthy environment and a healthy fish population, the environmental requirements for fish survival or how fish lifecycles and behaviours are used to inform size limits on certain species. They describe sustainable fishing in terms of its relationship and relevance to the local fishing spot.

After considering data collected and the scientific knowledge surrounding sustainable fishing at the local fishing spot, the student delivers a description on how to sustainably manage the local area for the future. The importance of maintaining fish stocks and maintaining the health of the ecosystem is also described.

Questions used inform investigations into sustainable fishing and help to make plausible predictions to explain ways of ensuring sustainable fish stocks at the local fishing spot. Identifies which data to collect and describes any patterns in data suggesting explanations as to why this data is important in making decisions on fisheries management.

The student summary suggests explanations, analyses and describes patterns and relationships in the data. They make comparisons with their predictions on the issue of sustainable fishing at the local fishing spot. They communicate ideas using at least two of the following; data from a data table, knowledge from science lessons or their own research.

The student makes statements introducing the topic of sustainable fishing. With guidance, they relate sustainable fishing to the local fishing spot.

The student makes statements about the data collected and the scientific knowledge surrounding sustainable fishing at the local fishing spot. They make statements on how to sustainably manage the local area for the future and why it is important.

The student provides statements of questions to investigate sustainable fishing and help to make predictions to explain ways of ensuring sustainable fish stocks at the local fishing spot. They identify obvious patterns and relationships in data collected, without further explanations.

The student summary identifies obvious patterns and relationships in the data. They communicate ideas using either data from a data table, knowledge from science lessons or their own research.


Year 6 Let's Go Fishing – Science Report Name: _______________________________

QSA Literacy indicators (2009)

Reading and Viewing

RV6 ii.

Read and view a range of literary and non-literary text types, encompassing:

• Familiar or unfamiliar content that requires background knowledge

• Complex relationships between ideas and concepts

• Complex interrelationships between textual features that require more interpretation

• Universal themes, e.g. peace, pollution, inventions.

Writing and Designing

WD6 i. Identify purpose, audience and writing task and consider topic, subject matter, text structure and writer-reader relationships when writing/designing

a variety of literary and non-literary texts.

WD6 iv.

Write and design texts using a range of strategies to plan, including:

• Generating a range of ideas and selecting the most appropriate one

• Gathering information from personal knowledge and learning experiences, and from a range of reliable sources such as literary or

information texts

• Completing in a reasonable timeframe

• Organising main ideas and supporting details using strategies such as key questions, detailed notes or graphic organisers

• Determining relevance of information for the purpose

WD6 x. Select technical or literary language that provides detail, adds precision, and engages the audience, including associated words across the text

that maintain meaning and context

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Documents

Let’s go Fishing! - Home - · PDF fileYear 6 Unit Overview — Let’s go F ... Work with fisheries stakeholders and utilise their knowledge to modify fishing ... Let's go Fishing!