2 week unit worth 100 points
C Layer Choices: (10 points each)
1. Living and Non-Living Things: Done in school as a whole group activity.
2. Fish Big Book: Mrs. Golin will model how to write a simple non-fiction writing piece about a fish that you choose.
3. Survival of Living Things: Done in school as a whole group activity.
4. Textbook: Read pages 70-73 and Answer Questions 1-3 and Think!
5. Fish Food Chain: Cut out at least 10 pictures of animals of a food chain. Paste them to a paper. Label their names and if they are a carnivore, herbivore or omnivore. Use arrows to show "who gets energy from who".
6. Boney Fish: Done in school as a whole group activity.
7. Venn Diagram: Create a Venn diagram of two fish. You must include at least the following information in the Venn diagram: length, weight, diet, habitat, predators, number of eggs, and 2 interesting facts.
8. Fish Flashcards: Make flashcards for the following words, memorize them, practice them with a buddy or parent, then get quizzed by the teacher. Vertebrate, Lake, Ocean, Gills, Scales, Scale-less, Fins, Predator, Prey and Cold-blooded.
B Layer Choices (15 points each)
1. Fishing Trip: Use a video camera to tape your fishing trip or take photographs to make a poster of your trip. Answer the following questions about your fishing trip on a sheet of paper to turn in, then show-n-tell your trip.
*Name of the place you are fishing at.
*What are you expecting to catch?
*What are you using to catch the fish? A net? A pole? A spear?
*Was the weather good for fishing? Why or why not?
*What did you use for bait?
*How much time did you spend fishing?
*Did you catch anything?
*Did you "catch and release" or "catch and eat?"
2. Visit a pet Store: Write down 15 different names of fish at the pet store and their adaptations. Remember they can have an action, a body covering or body part that helps them adapt to their environment. Are they saltwater or freshwater fish?
3. Fish Model: Make a 3-D model of the fish of your choice. Make the model look realistic using paper mache, Model Magic, clay or another art medium. Identify these parts of the fish: Mouth, fins, gills and scales (unless you chose a scaleless fish). Create a simple, free-standing habitat background with this information displayed on the background.
*Name of the fish
*Where your fish is located in the world.
*What are medium you used.
*An adaptation your fish has.
4. Graphy Fish: Find 20-30 various pictures of many different kinds of fish. Create a fish collage organizing the fish into groups of your choice. You may decide to separate them by saltwater/freshwater or small/medium/large. The choice is up to you! Use a piece of graph paper to graph the data from your collage. Glue this to the collage.
A Layer Choices (20 points each)
1. Should the Chippewa have special fishing rights?
*Turn to pages 94 and 95 in the Michigan Adventures in Time and Place Book. The debate over whether the Chippewa should have special fishing rights in Michigan is an important issue to many Michiganians. Read both points of view and decide for yourself whether or not you believe the Chippewa should have these special fishing rights. Answer the Building Citizenship questions at the bottom of page 95. This may also help you clarify your thoughts. You need to take a stand as to what side of the issue you are on and support your thoughts with facts from Chapter 3.
2. Does freshwater or saltwater fish taste better to eat?
*Taste at least 4 different kinds of fish. (You can choose fish like Tuna, sardines, salmon, swordfish, etc.) Find out whether they are freshwater or saltwater fish. Write your opinion about how each tastes. Then decide what you would recommend freshwater or saltwater. Report on your project back to the class.