Chapter 5 • Lesson 4 Tackling Your Tackle Box A tackle box is an angler’s toolbox. © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration 5:4-B Chapter 5 • Lesson 4 • Tackling Your Tackle Box Table of Contents Tackling Your Tackle Box ......................................................5:4-A Minnesota Academic Standards ............................................... 5:4-C Environmental Literacy Scope and Sequence ..........................5:4-D Instructor’s Background Information .....................................5:4-1-8 Summary ................................................................................... 5:4-1 Student Objectives .................................................................... 5:4-1 Materials ................................................................................... 5:4-2 Procedure ................................................................................... 5:4-8 Activity ..................................................................................... 5:4-8 Assessment Options ............................................................... 5:4-13 Checklist .............................................................................. 5:4-14 Scoring Rubric ..................................................................... 5:4-15 Extensions ............................................................................... 5:4-16 K-2 Option .............................................................................. 5:4-17 Tackling Tackle Checklist ........................................................ 5:4-18 Tackling Tackle Cards ............................................................. 5:4-19 Tackling Your Tackle Box Price List ....................................... 5:4-22 Fish Information Cards ........................................................... 5:4-26 Fish Tackle Cards ................................................................... 5:4-29 © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration Chapter 5 • Lesson 4 • Tackling Your Tackle Box 5:4-C Chapter 5 • Lesson 4 Tackling Your Tackle Box Minnesota Academic Standards Grade 5 III. Speaking, Listening, and Viewing Lesson introduces this Benchmark. A. Speaking and Listening: Lesson partially addresses this Benchmark. Benchmark 1—The student will participate in Lesson fully addresses this Benchmark. and follow agreed-upon rules for conversation and formal discussions in large and small groups. Language Arts Benchmark 2—The student will demonstrate active listening and comprehension. Grades 3, 4, and 5 Benchmark 4—The student will give oral I.Reading and Literature presentations to various audiences for different B. Vocabulary Expansion: purposes. Benchmark 1—The student will acquire, understand and use new vocabulary through explicit instruction Math and independent thinking. Alignment to the 2007 Minnesota Academic Math Standards coming soon. Grade 3 Grade 3 III. Speaking, Listening and Viewing II. Number Sense, Computation and Operation A. Speaking and Listening: A. Number Sense: Benchmark 1—The student will participate in Benchmark 1—The student will read, write with and follow agreed-upon rules for conversation and numerals, compare and order whole numbers 1 formal discussions in large and small groups. to 9,999. Benchmark 2—The student will demonstrate active B. Computation and Operation: listening and comprehension. Benchmark 1—The student will use addition of Benchmark 4—The student will give oral up to three whole number addends, containing up presentations to different audiences for different to four digits each in real world and mathematical reasons. problems. Benchmark 5—The student will organize and C. Measurement: express ideas sequentially or according to major Benchmark 6—The student will make change using points. as few coins as possible up to a dollar. Grade 4 Grade 4 III. Speaking, Listening and Viewing II. Number Sense, Computation and Operation A. Speaking and Listening: B. Computation and Operation: Benchmark 1—The student will participate in Benchmark 1—The student will use addition and and follow agreed-upon rules for conversation and subtraction of multi-digit whole numbers to solve formal discussions in large and small groups. multi-step real-world and mathematical problems. Benchmark 2—The student will demonstrate active C. Measurement: listening and comprehension. Benchmark 3—The student will make change using Benchmark 3-The student will give oral as few coins and bills as possible up to $20.00. presentations to different audiences for different reasons. © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration 5:4-D Chapter 5 • Lesson 4 • Tackling Your Tackle Box Grade 5 Environmental Literacy Scope and B. Computation and Operation: Sequence Benchmark 2—Add and subtract numbers with up to two decimal places in real-world or mathematical Benchmarks problems. • Social and natural systems are made of parts. (PreK-2) History and Social Studies • Social and natural systems may not continue to function if some of their parts are missing. Grades K-3 (PreK-2) VI. Economics • When the parts of social and natural systems are A. Economic Choices: put together, they can do things they couldn’t do Benchmark 3—Students will understand and by themselves. (PreK-2) explain that the concept of scarcity means that one • In social and natural systems that consist of can not have all the goods and services that one many parts, the parts usually influence one wants. another. (3-5) • Social and natural systems may not function as Grades 4-8 well if parts are missing, damaged, mismatched V. Geography or misconnected. (3-5) D. Interconnections: Benchmark 2—Students will analyze how the For the full Environmental Literacy Scope and physical environment influences human activities. Sequence, see: www.seek.state.mn.us/eemn_c.cfm Science Grade 4 I. History and Nature of Science A. Scientific World View: Benchmark 1—The student will explore the uses and effects of science in our interaction with the natural world. Benchmark 2—The student will discuss the responsible use of science. Benchmark 3—The student will recognize the impact of scientific and technological activities on the natural world. III. Earth and Space Science A. Earth Structure and Processes: Benchmark 1—The student will identify and investigate environmental issues and potential solutions. © 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration Chapter 5 • Lesson 4 • Tackling Your Tackle Box 5:4-1 Chapter 5 • Lesson 4 Summary When anglers have the Tackling Your Tackle Box information that helps them select the correct equipment, Grade Level: 3-5 chances for fishing success are Activity Duration: 50 minutes greatly improved. A show-and- Group Size: up to 30 tell activity and a matching Subject Areas: Physical Education, Language Arts, Social Studies, Science activity familiarize students with Academic Skills: identification, listening, matching, observation, common lures and tackle. Using presentation skills, recognition, small group work a limited amount of money, Setting: indoor or outdoor gathering area with tables students shop in a virtual tackle Vocabulary: bobber, crankbait, hook size, jig, spinner, split shot sinker, spoon, store to stock a tackle box with stringer basic lures and baits appropriate Internet Search Words: fishing lure, fishing tackle, improved clinch knot; for catching their targeted fish on the Minnesota DNR website: Lake Finder species. On a second virtual shopping trip, students return Instructor’s Background Information prepared with information on the characteristics of their targeted Would you play a game of soccer without a soccer ball? Go canoeing fish species. In a presentation to without a paddle? Go biking without a bike? Like any other sport, the group, they compare items fishing requires special gear. purchased on the two shopping trips and share their reasons for But what do you buy? Sporting goods stores carry seemingly endless choosing them. arrays of tackle and fishing gear, including specialized equipment for every situation. Student Objectives To purchase wisely, consider your target species. What type of fish do The students will: you hope to catch? After you choose a fish, you must learn a few things 1 Identify various pieces of about it, such as its mouth size, food preferences, where it spends most fishing equipment and of its time, and its typical size. describe the function of each. 2 Select tackle appropriate for Spend some time learning about fish, their habits, preferred baits catching a particular type of and lures, and fishing techniques. Information is available in books, fish. magazines, and online. Even a small amount of information can 3 Work cooperatively in help you get started, and familiarity with basic tackle will help you small groups to present an effectively match tackle to a target fish species. (Lesson 5:6—Fool Fish explanation of their groups’ With Flies, Lesson 6:4—Piscatorial Palate, and Lesson 2:1—Fish choices of fishing tackle for Senses contain additional information about artificial lures, baits, and targeted fish species. how they attract fish.) 4 Describe how knowledge of fish characteristics leads A sunfish, for example, has a small mouth, so it’s best to use a small to economical and effective bobber, sinker, and hook with small bait such as wax worms. Sunfish choices of tackle box items. aren’t large or heavy, so a basic rod and reel with a light line of 4-pound test suffices. (You may choose a slightly heavier line, such as 6-pound