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Fish Sense Fish Depend on Their Senses for Survival

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Fish Sense Fish Depend on Their Senses for Survival Chapter 2 • Lesson 1 Fish Sense Fish depend on their senses for survival. Whether they eat a meal or become a meal depends on their ability to see, hear, smell, taste, and detect vibrations. © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration 2:1-B Chapter 2 • Lesson 1 • Fish Sense Table of Contents Fish Sense ............................................................................2:1-A Minnesota Academic Standards ............................................... 2:1-C Environmental Literacy Scope and Sequence .......................... 2:1-C Instructor’s Background Information .....................................2:1-1-4 Summary ................................................................................... 2:1-1 Student Objectives .................................................................... 2:1-1 Materials .................................................................................... 2:1-1 Activity ...................................................................................... 2:1-5 Procedure ................................................................................... 2:1-5 Assessment Options .................................................................. 2:1-9 Checklist .............................................................................. 2:1-10 Scoring Rubric ..................................................................... 2:1-11 Extensions .............................................................................. 2:1-12 K-2 Option .............................................................................. 2:1-13 Fish Senses Sheets ................................................................... 2:1-14 Fish Anatomy Sheet ................................................................ 2:1-19 © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration Chapter 2 • Lesson 1 • Fish Sense 2:1-C Chapter 2 • Lesson 1 Fish Sense Minnesota Academic Standards Science Lesson introduces this Benchmark. Grade 3 Lesson partially addresses this Benchmark. IV. Life Science Lesson fully addresses this Benchmark. B. Diversity of Organisms: Benchmark 1—The student will describe the Language Arts structures that serve different functions in growth, survival and reproduction for plants and animals. Grades 3, 4, 5 C. Interdependence of Life: I. Reading and Literature Benchmark 1—The student will know that B. Vocabulary Expansion: organisms interact with one another in various ways Benchmark 1—The student will acquire, understand besides providing food. and use new vocabulary through explicit instruction Grade 4 and independent reading. G. Human Organism: III. Speaking Listening, and Viewing Benchmark 1—The student will understand that A. Speaking and Listening: humans have structures that serve functions in Benchmark 1—The student will participate in growth, survival and reproduction. and follow agreed-upon rules for conversation and formal discussions in large and small groups. Environmental Literacy Scope and Benchmark 2—The student will demonstrate active Sequence listening and comprehension. Benchmarks Social Studies • Social and natural systems are made of parts. (PreK-2) Grades K—3 • Social and natural systems may not continue III. World History to function if some of their parts are missing. A. Family Life Today and In the Past: (PreK-2) Benchmark 3—Students will compare technologies • When the parts of social and natural systems are from earlier times and today, and identify the impact put together, they can do things they couldn’t do of invention on historical change. (Lesson by themselves. (PreK-2) provides a specific example of technological change • In social and natural systems that consist of concerning recording fish catches.) many parts, the parts usually influence one another. (3-5) • Social and natural systems may not function as well if parts are missing, damaged, mismatched or misconnected. (3-5) For the full Environmental Literacy Scope and Sequence, see: www.seek.state.mn.us/eemn_c.cfm © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration 2:1-D Chapter 2 • Lesson 1 • Fish Sense This page left blank intentionally. © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration Chapter 2 • Lesson 1 • Fish Sense 2:1-1 Chapter 2 • Lesson 1 Summary Students touch and hold a fish Fish Sense (or a rubber replica of a fish) to explore the six senses of fish and Grade Level: 3-5 gain a better understanding of Activity Duration: 45 minutes fish behavior. They compare and Group Size: any contrast their own senses with Subject Areas: Expressive Arts, Language Arts, Social Studies, Science those of fish. When students Academic Skills: observing, comparison, painting have become comfortable with Setting: indoor or outdoor gathering area with tables handling fish, they apply paint Vocabulary: barbel, gyotaku, lateral line, nostrils, senses, school to a fish and print its image on a Internet Search Words: AmeriCorps Water Stewards Project, fish sheet of paper using the ancient prints, fish senses, gyotaku; on the Minnesota DNR website: fish sense Japanese art form of gyotaku Instructor’s Background Information (gee-oh-tah-koo). Student Objectives Six Senses Versus Five Senses are mechanisms that help organisms perceive their surroundings The students will: and survive in their environments. People experience the world around 1 Locate sense organs on a fish them using five senses. Fish have six senses. Human senses share specimen and name the six some similarities with fish senses, but because people and fish live in senses of fish. different environments—land versus water—there are differences, too. 2 Describe the functions of the In addition to taste, smell, sight, hearing, and touch, fish have a unique six fish senses. sensory structure, known as a lateral line, which enables them to sense 3 Compare and contrast human vibrations in the water. The lateral line is referred to as the sixth sense senses with fish senses. of fish, and is an extension of their sense of hearing. 4 Create a fish print. 5 Describe how anglers can Good Taste reduce the chances that fish Fish have a sense of taste and use it, in conjunction with their other will detect their presence. senses, to find food. Some fish, such as catfish and sturgeon, rely primarily on their sense of taste to find food. Materials Like people, fish have tongues containing thousands of taste buds. • Whole fish with scales Some fish, such as walleye, also have taste buds on their lips and faces. (sunfish, perch, or other fish), A walleye can taste a fishing lure without ever opening its mouth. one per student, if possible Sometimes walleye anglers say they feel a “bump,” without getting a (Catch the fish or purchase bite. That bump may have been a finicky fish tasting the lure with its fresh or frozen fish from a face rather than its tongue. grocery store. Or use rubber fish replicas available from Imagine tasting a chocolate sundae with your whole body! If you were a arts and crafts and nature catfish, you could do just that—catfish and bullheads have taste buds on supply catalogs.) their bodies from head to tail. They also have whiskers, called barbels. • Fish Senses Sheets (you may These barbels look like stingers, but they’re not. They’re actually soft, post or project these if you whiskerlike structures above and below the mouth. Barbels are sensory wish) structures containing many nerve endings, some of which are similar • Paper plates, one per fish to the taste buds of humans. Catfish, carp, and other “whiskered” fish • Paintbrushes, one per student drag their barbels along the lake or river bottom to find food. When (or a few paintbrushes for the barbels touch a tasty object—perhaps a dough ball, chicken liver, or each paint color) stinkbait on the end of your line—the fish stops and takes a bite. continued © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration 2:1-2 Chapter 2 • Lesson 1 • Fish Sense Materials (continued) Nosy Fish Fish use their noses for smelling rather than breathing. With its • Washable tempera paint or nostrils, usually two openings on either side of the snout, a fish can any opaque washable paint, smell food from great distances. The fish swims to the source of the several colors smell and uses its taste buds to find out if it’s edible. • Containers for paint and water Fish also use taste and smell for navigation. After swimming hundreds • Large bucket of water for of miles to and from the sea, salmon use their senses of taste and washing paint from fish, or a smell to find the stream where they were born. They then swim up this supply of wet wipes if water stream to their spawning area to lay and fertilize eggs. isn’t available (but the water bucket is better) Fish use their noses to sense danger, too. In fact, many fish can smell • Paper or newsprint for fish people. They will swim away from any bait that smells like hand lotion, prints perfume, deodorant, tobacco, gasoline, or insect repellent. • Newspapers, to protect tables • Paper towels and rags Fish Eyes • Fish Anatomy Sheet Fish don’t see as clearly as people do. Even in clear water, most freshwater • Small aquarium or fishbowl fish usually can see no further than fifteen feet. Like people, fish can see with live goldfish, one for brightness and color. Some fish, such as shallow-water fish, can detect each group of four or five most colors seen by humans, although many fish can’t see a full range of students (optional) colors. For example, walleyes see primarily orange and green. • Fish food (optional)
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