Ciência Viva Agency, Portugal 12345678 Raquel Gaspar Associação Viver a Ciência Av. da República, nº 34, 1º Lisboa E: rgaspar@viveraciencia.org THE FISH 1. Observing and experimenting to learn about the fish 2. Art workshop 3. Imagine workshop 4. Find out more 1. Observing and experimenting to learn about fish Fish diversity In order to raise awareness about the diversity of marine fish and their habitats, the children are asked to observe (in rock pools, aquariums, fish markets or in the classroom) fish with distinct characteristics regarding the type of body, type of covering, colour pattern, type and number of fins, position of the eyes, presence or absence of teeth. The following fish are suggested for observation purposes: sword-fish, moray eel and European conger. Observing the outer structure of the fish In groups and using the material supplied (board with fish, information documents, tweezers, scissors), the children observe the features of the body of the fish (shape, symmetry, dorsal and ventral colouring, type of body covering, fins, head organs, gills and scales). Based on their observations, the children draw up labelled drawings. Lateral line Dorsal fin Eye Caudal fin Mouth Operculum Anal fin Pectoral fin Pelvic fin Anus The outside of the common dolphinfish www.cienciaviva.pt 1
Ciência Viva Observing the internal organs of the fish The teacher dissects a fish and asks the children to identify the internal structures of the animal, based on diagram handed out (see diagram below). Fish Diagram Dissection Material: gloves, pointed scissors, tweezers, magnifying glass and probes with handles. 1 Procedure: 1. Make two cuts near the dorsal fin from top to bottom to remove a thin slice of muscle, allowing you to observe the muscle and the dorsal spine. 2. Lift the gill cover and cut it towards the back, removing it. 3. Make a cut between the pelvic fins and the gill cover in order to release that portion and then pull it backwards. 4. Insert the scissors into the upper part just below the lateral line and cut the muscle along the dorsal spine, cutting each bone perpendicular with the anus. 5. Push the muscle upwards to see the inner cavity with the organs. 2 3 Swim bladder During the dissection, identify and remove all or part of the swim bladder. As it is difficult to remove the entire organ, it is best to take only a part. An experiment could be conducted to allow the children to understand the function of the swim bladder as a control for the floatability of fish at different depths (at greater depth the bladder has less air, at less depth, the bladder fills with more air). Place 6 marbles of the same weight and size in two balloons (3 in an empty balloon Balloon A and 3 in another Balloon B). Tie Balloon A without blowing it up, then blow up Balloon A and tie it. Place the balloons in a container with water and watch the position of each one, asking the children to hypothesise about what they see and establish a parallel with the function of the swim bladder. 4 5 www.cienciaviva.pt 2
Protective scales Observe and handle wet and dry fish scales to learn about their characteristics (lightness, texture). Draw a parallel between the protective function of the scales and other types of protective materials, body armour or pineapple skin. Photo: Cláudia Faria Amplified scale of a common dolphinfish with visible growth rings. Test the protective function of the scales through a simple experiment. A group of children use a kitchen scraper to scrape a pineapple (with skin) and another does exactly the same on a skinless pineapple. Compare the results and compile a report (text and drawings). Based on the conclusion, draw a parallel between the pineapple skin and the body scales of the fish. Mucus protects and allows for smooth moving The children observe and handle fish with mucous-covered bodies (e.g. moray eel and European conger) and explore the properties and function of the mucous. Remind them that the fish in the story has mucous instead of scales, which provides protection from strong waves and from being scratched by the rocks. Child comparing a pineapple skin with fish scales An experiment could be held to enable the children to arrive at their own conclusions about the contribution of the mucous to the fluid movement of the fish in the water and about its protective function. In order to draw conclusions about the characteristics of the mucous, run a finger over the surface of the fish and another over a similar nonmucous surface. Draw parallels with other types of protection which are a daily part of the children s lives, tears, sun protector, lip salve (protection against the sun, wind and cold). Comment: The mucous of the fish can be substituted by vaseline or sweet almond oil. The body of the fish and the body of the child The children draw parallels between the structure of their own bodies and the body of the fish (fins arms and legs; scales and mucous skin; eyes, nostrils, mouth and teeth; the urogenital opening of the fish with the anus and vagina/penis of the children). At a swimming class, children are involved in activities which will enable them to understand how the fish use their fins to swim. Ask the children to move in the water in two different situations: (1) using only their legs and (2) using diving fins. Ask them to say in which situation it is easiest for them to move more quickly and then draw a parallel with the fish. 3 www.cienciaviva.pt
Ciência Viva Observing fish at the Serrado School, SciencEduc project Photo: Luz Figueiredo 2. Art workshop Making models of the fish The children make models of the fish using everyday materials (recyclable, for use in art, natural) which the teacher provides: ice cream sticks, matches, corks, rolls of kitchen or toilet paper, ladies tights or stockings, magazines, cardboard boxes, paints, buttons, cards, spangles, fabrics, plant leaves, thick plastic bags. Before building the models, the children discuss their plans. At this stage, the teacher should give the children the freedom to make their own choices, and make no value judgments or corrections. At the end of the activity, when the children present the models they made and give the reasons for their choices, the teacher can assess what was learned and identify any contents to be clarified and consolidated in subsequent sessions. Children building fish models 3. Imagine workshop Recreating the episodes of the story through drama using what was learnt during the activities. This aims to stimulate the children s creativity. www.cienciaviva.pt 4
The children are asked to recreate the games played by the little girl of the sea and the fish. It should be remembered that the fish was the little girl s best friend and was the one with whom she played and went for walks on the sea bed. In order to defend her, he bit the boy and slapped him with its fins. The fish had no arms, so he had no tasks to do. Some of the children could imagine that they are different fish (in the story other species are mentioned (sharks, rays, sea horses, flying fish) and recreate the bodies of these fish using their hands and everyday materials. EXAMPLES Body of the ray: Close your fingers and place your hand down horizontally; saucepan base. Body of a fusiform fish such as the common dolphin fish: place the palm of the hand with the fingers together vertically vertically. Body of the moray eel (ribbon-shaped): wave your arm from one side to the other; hose or belt. The scenes should be based on the characteristics of the habitat described in the story - rock pools, seaweed forests, caves, anemone gardens, sand plains and the organisms that live there (sea snails, anemones, limpets, seaweed, sea urchins, seagulls). To prepare the children and the props, the teacher should provide materials with different characteristics (e.g. fabric covered with overlapping spangles to simulate the skin of a typical fish, very fine sandpaper to simulate the skin of the shark). 4. Find out more SALMONIDS IN THE CLASSROOM: SALMON DISSECTION www.pskf.ca/sd Australian Museum Fish Site www.amonline.net.au/fishes/students/dissect2/index.htm Sydney Aquarium http://www.sydneyaquarium.com.au/aquaschool/cla030.asp Monterey Bay Aquarium http://www.mbayaq.org/lc/ Australian Museum Fish Site www.amonline.net.au/fishes/index.cfm Julian Rocks (Videos) http://www.julianrocks.net/video/videoplayer.htm Australian Museum Fish Site (Videos) http://www.amonline.net.au/fishes/movies/index.cfm 5 www.cienciaviva.pt