In this lesson we learned about the amazing variety of fishes in God's creation. We learned what makes a fish a fish (fins for swimming and gills for breathing), about the different fish shapes, how fish stay afloat (they have a swim bladder), how many nostrils they have (4), how a fish defends itself, what an osteichthyes is, what a fish's lateral line does, and the stages of a fish's development. We learned when to say fish and when to say fishes. Both are used to talk about more than one fish. A group of fish from the same species are just called fish. But, when we are talking about fish from different species, we should say "fishes." If we are seeing two salmon, we are seeing two fish. If we are seeing a salmon and a catfish, we are seeing two fishes. (We didn't know that!)
For notebooking activities, we designed our own fish giving it a name and describing its unique characteristics, illustrated and described the four fish shapes, completed a fish diagram, wrote how each fin is used, and wrote and illustrated a page on the life cycle of a salmon.
Here is the fish Nathan created:
Jordan's fish:
More notebooking pages:
Our experiment this lesson was on how changing water temperature affects a fish. Each boy made a hypothesis about what would happen and recorded it on their scientific speculation sheet.
In the cold water, the fish breathed 36 times a minute and swam slowly. In the warm water the fish breathed 60 times a minute and swam around quickly. We learned that a fish is more active in warmer water!
Delightful Links:
0 comments