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Database Provider

Author

Science Journal for Kids

Grades

3rd, 4th, 5th, 6th, 7th, 8th

Subjects

Science, Biology, English Language Arts, World Languages, French

Resource Types

  • Scientific Papers or Reports
  • Video, 4 minutes, 28 seconds, CC, Subtitles
  • Video, 9 minutes, 16 seconds, CC, Subtitles
  • Worksheet
  • Assessment

Regional Focus

Global, Europe

Format

PDF

Do Fish Have a Home?

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Synopsis
  • This lesson discusses research surrounding the coastal habitats of fish, where habitat protection efforts would be most helpful, and what it will take for fish populations to thrive.
  • This resource includes a downloadable article which includes vocabulary terms, reading comprehension questions, and references.
  • This resource site includes videos to further student understanding of overfishing and other threats to fish populations and what we can do to stop the population decreases.
Teaching Tips

Positives

  • The engaging PDF included with this resource includes an effective introduction, highlighted text, photographs, and a glossary to aid comprehension.
  • This is a brief article that introduces students to scientific papers and the scientific method.

Additional Prerequisites

  • The research in this resource highlights the juvenile European bass, so it may be helpful to give students background on this particular fish and where the research was conducted.
  • To access the Teacher's Key, teachers must sign up with their email and school information.

Differentiation

  • Give students access to the provided article and decide which readers may be able to read the article independently and which ones might benefit from following along with the second video, which provides a read-aloud version of the article.
  • Put students into pairs or small groups to have them discuss their answers to the "Check Your Understanding" questions before asking them to provide written answers as a way to assess student understanding.
  • To extend the lesson, have students watch this TED video about the current state of fish populations and discuss the questions as a class.
  • For another extension, use this video for students to better understand the need for regulations and protections, and then ask students to brainstorm ways that fish in the open ocean could be better protected.
  • Art classes could watch the first video in this resource, followed by a discussion about the decline of the salmon population as they analyze this watercolor by scientist and artist Jill Pelto or analyze this triptych addressing overfishing and bycatch.
Scientist Notes
Fish are important for the ocean health and habitat. The video talks about overfishing, a common practice in many geographies. It also highlights the impact it poses on marine resources, juvenile fish, ecosystem services and habitats. It calls for effective legislation to protect marine resources for fish population to thrive. The second material is a read-aloud that discusses how juvenile European bass and other fish populations are impacted in their habitat by overfishing and other harmful human activities. It emphasized the need to establish habitat protected areas to restore fish populations and marine species. This resource is recommended for teaching.
Standards
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
      • MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      • CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 3: Developing Claims and Using Evidence
      • D3.4.3-5 Use evidence to develop claims in response to compelling questions.
    • Dimension 4: Taking Informed Action
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
  • World-Readiness Standards for Learning Languages (ACTFL)
    • Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.
      • 3.1 Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
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