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Table of Contents
The third in a three unit series on Lake Erie, linking interdisciplinary activities to basic facts about the lake and fish, activities focus on fish behavior, adaptation, and habitat, using the scientific method to analysis them.
This 87-page booklet is the third unit in a three unit series on Lake Erie for children in elementary school. Fairly simple, interdisciplinary activities are linked to basic facts about the lake and fish. Activities in this booklet focus on fish behavior, adaptation, and habitat, and include fairly detailed observations and activities that form an introduction to experimentation and the scientific method. In this unit, children examine a moving fish, conduct experiments with live fish, examine the swimming habits of fish, learn how fish breathe, examine how fish can protect themselves, examine fish habitats, and compare a fish and a whale. The booklet includes background information for teachers and students, experiments, worksheets for guiding student observations, worksheets for recording data, and other accompanying activity worksheets. Activities include collecting data and evaluating the findings to determine where most goldfish feed; examining goldfish response to various types of stimuli (sound, light, touch); and generating experiments to investigate the relationships between water temperature and breathing rates of fish, and between light intensity and breathing rates. Activities are designed so that they may be done individually, in small groups, or in large groups. The booklet also contains lists of suggested classroom activities and independent activities; a list of 13 suggestions for related art activities; a list of 46 books on ships and boats, Ohio, rivers, fish, food, animals, water pollution, erosion, and ecology; a list of 62 songs about bodies of water, fish, fishing, pollution, ships, and sailing; and a poster for a bulletin board
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Disclaimer: The reviews of this and the other Great Lakes Fisheries education materials were conducted by a single independent reviewer. The views of this reviewer do not necessarily reflect the views of GLIN, the Great Lakes Commission, the Great Lakes Fishery Trust, or the University of Michigan.