MinnAqua Fishing: Get in the Habitat! Lesson 2:9 - Fish Bowl · Fish Bowl Scoreboard. Mighty...

© 2010 Minnesota DNR • MinnAqua • USFWS Sport Fish Restoration

Chapter 2 • Lesson 9

Fish BowlFor answers that are perfectly clear, play a game of Fish Bowl!


2:9-B Chapter 2 • Lesson 9 • Fish Bowl

Table of Contents

Fish Bowl .............................................................................2:9-A

Minnesota Academic Standards ............................................... 2:9-C

Environmental Literacy Scope and Sequence .......................... 2:9-C

Instructor’s Background Information ........................................ 2:9-1

Summary ................................................................................... 2:9-1

Student Objectives .................................................................... 2:9-1

Materials .................................................................................... 2:9-1

Procedure ................................................................................... 2:9-1

Activity ...................................................................................... 2:9-1

Assessment Options .................................................................. 2:9-4

Scoring Rubric ....................................................................... 2:9-5

Extensions ................................................................................. 2:9-6

K-2 Option ................................................................................ 2:9-6

Sample Question Cards ............................................................. 2:9-7

Chapter 2 • Lesson 9 • Fish Bowl 2:9-C



Fish Bowl

Minnesota Academic Standards Lesson introduces this Benchmark. Lesson partially addresses this Benchmark. Lesson fully addresses this Benchmark.

Language Arts

Grades 3, 4, 5II. Writing C. Spelling, Grammar, and Usage:Benchmark 1—The student will compose sentences when writing. (If students generate the questions for the game.)III. Speaking, Listening, and ViewingA. Speaking and Listening:Benchmark 1—The student will participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups. Benchmark 2—The student will demonstrate active listening and comprehension.

Math(Students participate in scorekeeping.)

Grade 3 II. Number Sense, Computation, and OperationsB. Computation and Operation:Benchmark 1— The student will use addition of up to three whole number addends, containing up to four digits each in real-world and mathematical problems. Benchmark 2—The student will use subtraction with up to three digit whole numbers in real-world and mathematical problems.

Grade 4II. Number Sense, Computation, and Operations B. Computation and Operation:Benchmark 1—The student will use addition and subtraction of multi-digit whole numbers to solve multi-step real world and mathematical problems.

Benchmark 2—The student will add up to three whole numbers containing up to three digits each, without a calculator. Note: Whether other benchmarks are addressed will depend on the questions you use for the game.

Science Note: The standards and benchmarks addressed will depend on the questions you use for the game.

Environmental Literacy Scope and Sequence Benchmarks• Socialandnaturalsystemsaremadeofparts.

(PreK-2)• Socialandnaturalsystemsmaynotcontinue

to function if some of their parts are missing. (PreK-2)

• Whenthepartsofsocialandnaturalsystemsareput together, they can do things they couldn’t do by themselves. (PreK-2)

• Insocialandnaturalsystemsthatconsistofmany parts, the parts usually influence one another. (3-5)

• Socialandnaturalsystemsmaynotfunctionaswell if parts are missing, damaged, mismatched or misconnected. (3-5)

For the full Environmental Literacy Scope and Sequence, see: www.seek.state.mn.us/eemn_c.cfm

http://seek.state.mn.us/eemn_c.cfm

nameyer1

Text Box

Please note: Academic Standards are updated regularly and our alignments will be updated on the DNR Academic Standards Website at: www.mndnr.gov/education/teachers/edstandards_intro.html


2:9-D Chapter 2 • Lesson 9 • Fish Bowl

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Chapter 2 • Lesson 9 • Fish Bowl 2:9-1



Fish BowlGrade Level: 3-5Activity Duration: 45-60 minutes for game set-up45-60 minutes of game playGroup Size: minimum of 8Subject Areas: Varies depending on questions asked; possibly Health & Safety, Language Arts, Physical Education, Science, Social StudiesAcademic Skills: communication, large group skills, listening, listing, organization, small group skills, reading, writingSetting: indoor or outdoor gathering areaVocabulary: Knowledge BowlInternet Search Words: fish, fishing, Knowledge Bowl, Quiz Bowl

Instructor’s Background InformationA Knowledge Bowl is sometimes referred to as an Academic Bowl or Quiz Bowl. Fish Bowl is a fun and fast-paced game in which students compete in teams to answer questions on topics they’ve studied in class. Team members need to be quick as well as knowledgeable to respond with the right answer. Points are awarded for correct answers, and the team with the most points wins the game.

ProcedurePreparation1 Collect the materials.2 If using the sample questions provided at the end of this lesson rather

than having the students write their own questions, copy the Sample Question Cards, cut them apart, and attach them to note cards.

3 You may wish to prepare a bonus question for the end—in case there’s a tie, or just for fun.

ActivityWarm-up1 Tell the students they’ll be playing a game referred to as a

Knowledge Bowl, or in this case, a Fish Bowl. 2 Ask them to help you come up with five or six categories for your

game, such as fish parts and adaptations, fish families, fishing equipment and bait, fish habitat, fish identification, or fishing regulations. The categories will vary, depending on what your students have studied.

3 Across the top of the classroom whiteboard, write the question categories as headings for columns.

SummaryThis activity uses the format of a popular game show to reinforce concepts about fish identification, habitat, fish management, and other topics covered in the unit. Students review the material to write quiz questions and participate in a fish quiz bowl.

Student ObjectivesThe students will: 1 Write comprehensive quiz

questions covering what they have learned about fish and fishing.

2 Answer Fish Bowl questions.

Materials• Note cards, ten for each group

of four to six students• Pencils, one for each group of

four to six students • Tape• Whiteboard• Whiteboard markers• Coin• Sample Question Cards• Noisemakers (such as party

horns or buzzers), one type for each group of four to six students (optional)


2:9-2 Chapter 2 • Lesson 9 • Fish Bowl

LessonGame Set-up1 Divide the class into groups of four to six students. Hand out the

note cards and pencils. Ask each group to come up with a group name. Have each group write one or more questions with answers for each of the categories, drawing from material they’ve learned in class. Then ask them to assign each question a point value of 10, 20, 30, or 40 points, depending on its difficulty level.

2 Encourage the students to think through the questions they write so they’re clear and understandable. Show them a good example and a poor example of a question. Suppose that the category heading is Fish Parts. An example of a good question: Which body part do fish use to collect oxygen from the water? (Answer: Gills) This is a good question because the answer is clear and simple. An example of a poor question: How does a fish breathe? (Answer: Gills) This question doesn’t clearly ask the student to name the body part. The actual answer to this question is open-ended and the different answers could vary significantly. Correct answers to this question include getting oxygen from the water, taking in water through the mouth, or getting oxygen with gills. This open-ended question is too ambiguous and doesn’t fit the category heading of Fish Parts.

3 Ask students to format their note cards like this:

Fish Parts

30 points

Q: What body part do fish use to draw oxygen from the water?

A: Gills

Front of card: Back of card: Category and point value Question and answer

4 Collect each group’s note cards containing the questions and discard any duplicates. You may have to adjust point values so that each point value is used just once in each category. Alternately, you may have each group write questions for certain point values.

Rather than having students write their own questions, you may use the Sample Question Cards.



5 On the whiteboard, tape each question—with its point value facing the class—in ascending order under its appropriate category heading:

Heading Heading Heading Heading Heading

10 pts 10 10 10 10

20 20 20 20 20

30 30 30 30 30

40 40 40 40 40

6 Draw a scorecard on the whiteboard. Each team’s name should head each score column. As questions are answered, a running point tally can be kept under the corresponding team heading. Assign a student to be scorekeeper, or assign a scorekeeper from each team to post their own team’s points on the scoreboard.

Fish Bowl ScoreboardMighty Muskies Wonderful Walleyes

Playing the Game1 Explain the rules of the game. Remind students that the Fish Bowl

is about reviewing knowledge, teamwork, and having fun! Fish Bowl is an exciting way to tie together, reinforce, and review what students have learned. Everyone contributes to the success of the game, and everyone is a winner.

2 You (the instructor) will be moderator, timekeeper, and scorekeeper. 3 Flip a coin to determine which team chooses the first question.

That team chooses a category and point value (for example, Fish Foods for 10.)

4 Remove that question from the board and read it to the class. 5 Teams have ten seconds to confer and come up with an answer. As

soon as a group agrees on an answer, team members should raise their hands or use their noisemaker. Call on the first person to raise a hand. (Each team can choose one member to be the spokesperson and give all the answers, or set up a predetermined order of students to be spokesperson, so everyone gets a chance to speak. Anyone may raise their hand, however.)



6 If the question is answered incorrectly or if time runs out, the next group that had raised their hands or used their noisemaker now has the opportunity to answer. Reread the question and give the group fifteen seconds to confer before offering an answer to the question.

7 Award the points to the team with the correct answer by taping the card under their team name. (Option: Give three chances at answers with reduced points after each failed attempt.)

8 Give each team a chance to choose the question.9 When all the questions have been answered, have students total

the scores for each team. If there’s a tie, ask a “tie breaker” question. (You may wish to prepare a few tie breaker questions in advance.)

10 To add excitement at the end of the game, consider a bonus round. Create a final bonus question. Let teams wager some or all of the points they have earned so far. The team that answers the bonus question correctly earns their wagered points. If a team answers the question incorrectly, they lose all of their wagered points.

Wrap-up1 Ask students how they liked the game. What could have made it

better? Discuss the importance of writing clear, specific questions. 2 Ask students to think about other situations in which they may

need to consult others and work in a team to solve a problem.

Assessment Options1 Observe individual participation, teamwork, knowledge applied in

writing and answering questions, and problem-solving. Evaluate whether students adequately reviewed material that was to be covered in this activity.

2 Another assessment option includes the Rubric on the next page.



Fish

Bow

l Sco

ring

Rub

ric

Que

stio

nsC

riter

ia4 E

xcel

lent

3 Goo

d2 Fa

ir1 Po

or0 U

nacc

epta

ble

Writ

ten

ques

tions

Que

stion

s wer

e th

ough

tful,

well

writ

ten,

and

cont

aine

d th

e co

rrect

answ

er.

Que

stion

s wer

e leg

ible.

Que

stion

s wer

e th

ough

tful,

well

writ

ten,

and

cont

aine

d th

e co

rrect

answ

er.

Que

stion

s wer

e leg

ible,

but

co

ntai

ned

a few

gr

amm

atica

l er

rors

.

Que

stion

s wer

e th

ough

tful,

and

cont

aine

d th

e co

rrect

answ

er.

Que

stion

s wer

e ba

rely

legi

ble.

Que

stion

s wer

en’t

thou

ghtfu

l or w

ell

writ

ten.

Que

stion

s we

re il

legib

le.

Stud

ent d

idn’t

w

rite q

uesti

ons f

or

the F

ish B

owl.

Team

work

Gro

up w

orke

d to

geth

er to

writ

e qu

estio

ns.

Gro

up w

orke

d to

geth

er to

writ

e qu

estio

ns. A

few

peop

le oc

casio

nally

do

min

ated

the

writ

ing.

One

or t

wo

indi

vidu

als

dom

inat

ed th

e gr

oup

but t

he

whol

e tea

m d

id

parti

cipat

e in

the

proc

ess.

Onl

y a f

ew p

eopl

e fr

om th

e gro

up

parti

cipat

ed in

w

ritin

g qu

estio

ns.

One

per

son

wro

te

ques

tions

for t

he

rest

of th

e gro

up

mem

bers

.

Indi

vidu

al

part

icip

atio

n in

Fi

sh B

owl

Atte

ntiv

e and

in

volv

ed in

th

e Fish

Bow

l ga

me.

Ans

were

d se

vera

l que

stion

s. Pa

rticip

ated

in

grou

p di

scus

sions

wh

en ap

prop

riate

.

Atte

ntiv

e and

in

volv

ed in

the

Fish

Bow

l gam

e. A

nswe

red

a fe

w qu

estio

ns.

Parti

cipat

ed in

gr

oup

disc

ussio

ns

when

appr

opria

te.

Atte

ntiv

e and

in

volv

ed in

the

Fish

Bow

l gam

e. A

nswe

red

one

or tw

o qu

estio

ns.

Seld

om

parti

cipat

ed in

gr

oup

disc

ussio

ns

when

appr

opria

te.

Was

n’t at

tent

ive

or in

volv

ed in

the

Fish

Bow

l gam

e. Li

stene

d du

ring

grou

p di

scus

sions

.

Disr

upte

d th

e Fi

sh B

owl g

ame.

Did

n’t li

sten

or

parti

cipat

e in

grou

p di

scus

sions

.

Scor

e D

ivin

g D

eepe

r



Extensions1 Provide teams with answers, and have them respond with a correct

question. For example: Question in the form of an answer: Food, water, shelter, and space. Response in the form of a question: What are the four basic habitat needs of all living things?

2 Write the questions one day and play the game the next. Have students create banners for their teams and dress in a team color or wear a team emblem.

3 Invite parents and family members to be an audience for a “Fish Bowl Game Show.” Choose students to play game show host, panel of judges, stage assistant (brings selected question to the host to read and tapes score cards under appropriate team to award points.) Have students create commercials for station breaks throughout the game show. They should base the commercials on lessons they’ve covered on fish, aquatic habitats, water stewardship, fish management, and fishing.

For the Small Fry

K-2 Option1 Play the Fish Bowl using instructor-prepared questions. Allow two

clues to help students respond with the correct answer.2 Ask students to tell you about the things they’ve learned about fish

and fishing. Make a chart or web that includes all the topics they list. Have each student pick one of the items and illustrate the main idea, have the students dictate information about their drawing to an adult, or write their own story on the drawing. Laminate the pictures and bind them together to make a class book about their learning experience.



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Food

Cha

in T

ag

10 p

oint

s

Q:

Nam

e one

fish

pre

dato

r.

A:

Perc

h, n

orth

ern

pike

(o

r oth

er fi

sh p

reda

tors

)

Food

Cha

in T

ag

20 p

oint

s

Q:

Whe

re d

o pl

ants

and

and

som

e pl

ankt

on (p

hyto

plan

kton

) get

ener

gy

to g

row?

A:

From

the s

un



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Food

Cha

in T

ag

30 p

oint

s

Q:

Wha

t do

small

fish

(li

ke m

inno

ws) e

at?

A:

Plan

kton

Food

Cha

in T

ag

40 p

oint

s

Q:

Wha

t dec

ompo

ses d

ead

plan

ts

and

fish?

A:

Bact

eria



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Run

For

You

r Life

Cyc

le

10 p

oint

s

Q:

Wha

t is a

new

ly h

atch

ed fi

sh ca

lled?

A:

Fry,

sack

fry,

or la

rva

Run

For

You

r Life

Cyc

le

20 p

oint

s

Q:

Som

ethi

ng th

at im

pact

s fish

and

mig

ht le

ssen

the c

hanc

e for

surv

ival

is ca

lled

____

.

A:

A li

miti

ng fa

ctor



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Run

For

You

r Life

Cyc

le

30 p

oint

s

Q:

Nam

e thr

ee h

abita

ts th

at a

north

ern

pike

nee

ds d

urin

g its

life

cycle

A:

Wet

land,

stre

am, a

nd la

ke

(or b

ig ri

ver)

Run

For

You

r Life

Cyc

le

40 p

oint

s

Q:

Nam

e two

lim

iting

fact

ors t

hat

a nor

ther

n pi

ke m

ight

face

in it

s lif

etim

e.

A:

Pred

ator

s lik

e kin

gfish

ers a

nd an

gler

s, da

ms,

limite

d fo

od, d

roug

ht, l

oss o

f ha

bita

t



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Wat

er H

abita

t Site

Stu

dy

10 p

oint

s

Q:

Aqu

atic

plan

ts gr

ow in

this

area

of

a lak

e.

A:

Nea

r sho

re, i

n sh

allow

wat

er ca

lled

the l

ittor

al zo

ne

Wat

er H

abita

t Site

Stu

dy

20 p

oint

s

Q:

Nam

e one

pie

ce o

f equ

ipm

ent y

ou

can

use w

hen

colle

ctin

g aq

uatic

in

verte

brat

es an

d pl

ants.

A:

Shov

el, ra

ke, s

train

er, d

ip n

et, o

r

bare

han

ds



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Wat

er H

abita

t Site

Stu

dy

30 p

oint

s

Q:

Nam

e thr

ee p

laces

whe

re yo

u ca

n fin

d aq

uatic

inve

rtebr

ates

.

A:

Swim

min

g on

the s

urfa

ce; s

tuck

to

rock

s, pl

ants,

or l

ogs;

unde

r a d

ock;

or

in m

uck

Wat

er H

abita

t Site

Stu

dy

40 p

oint

s

Q:

Wha

t sho

uld

you

do w

ith

inve

rtebr

ates

whe

n yo

u’re d

one

study

ing

them

?

A:

Ret

urn

them

to th

e wat

er w

here

you

foun

d th

em



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Hab

itat H

ideo

ut

10 p

oint

s

Q:

Nam

e two

type

s of s

truct

ure i

n a l

ake.

A:

Plan

ts, ro

cks,

brus

h pi

le, d

rop-

off

Hab

itat H

ideo

ut

20 p

oint

s

Q:

Slow

wat

er b

ehin

d a r

ock

wher

e a

fish

can

rest

in a

strea

m is

calle

d .

A:

An

eddy



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

Hab

itat H

ideo

ut

30 p

oint

s

Q:

The d

eepe

r par

t of a

lake

whe

re

plan

ts do

n’t g

row

is ca

lled

.

A:

The l

imne

tic z

one

Hab

itat H

ideo

ut

40 p

oint

s

Q:

Nam

e two

type

s of s

truct

ure o

r ha

bita

t in

a stre

am.

A:

Veg

etat

ion,

bou

lder

, log

, und

er-c

ut

bank

, edd

y, riffl

e, po

ol



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

From

Fro

zen

to F

asci

natin

g

10 p

oint

s

Q:

Nam

e two

thin

gs th

at li

ve in

the

sedi

men

t at t

he b

otto

m o

f the

lake

in

win

ter?

A:

Aqu

atic

inve

rtebr

ates

and

plan

t see

ds

(cou

ld li

st sp

ecie

s nam

es.)

From

Fro

zen

to F

asci

natin

g

20 p

oint

s

Q:

Wha

t hap

pens

to aq

uatic

in

verte

brat

es in

the w

inte

r?

A:

They

hib

erna

te



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

1 as

que

stion

cate

gorie

s.

From

Fro

zen

to F

asci

natin

g

30 p

oint

s

Q:

Wha

t hap

pens

to aq

uatic

plan

t see

ds

in th

e win

ter?

A:

They

bec

ome d

orm

ant

From

Fro

zen

to F

asci

natin

g

40 p

oint

s

Q:

Whi

ch tw

o fa

ctor

s affe

ct h

ow q

uick

ly

aqua

tic in

verte

brat

es co

me o

ut o

f hi

bern

atio

n?

A:

Am

ount

of l

ight

and

tem

pera

ture



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Sen

se

10 p

oint

s

Q:

A fi

sh ca

n’t se

e in

this

dire

ctio

n.

A:

Dire

ctly

beh

ind

itself

Fish

Sen

se

20 p

oint

s

Q:

Wha

t doe

s the

late

ral l

ine s

ense

?

A:

Vib

ratio

ns in

the w

ater



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Sen

se

30 p

oint

s

Q:

Nam

e thr

ee p

laces

whe

re a

bullh

ead

has t

aste

bud

s.

A:

Tong

ue, l

ips,

skin

, bar

bels,

tail

Fish

Sen

se

40 p

oint

s

Q:

Nam

e at l

east

thre

e sen

ses t

hat

fish

have

.

A:

Sigh

t, to

uch,

smell

, tas

te, h

earin

g, lat

eral

line (

the l

ater

al lin

e is

an ex

tens

ion

of h

earin

g an

d is

som

etim

es ca

lled

a six

th se

nse)



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fins

: For

m an

d Fu

nctio

n

10 p

oint

s

Q:

Nam

e the

fin

foun

d on

the b

ack

(to

p) o

f a fi

sh.

A:

The d

orsa

l fin

Fins

: For

m an

d Fu

nctio

n

20 p

oint

s

Q:

Nam

e two

func

tions

of fi

sh fi

ns.

A:

To h

elp fi

sh b

alanc

e, sw

im, a

nd st

eer



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fins

: For

m an

d Fu

nctio

n

30 p

oint

s

Q:

Fins

can

be su

ppor

ted

by th

ese t

wo

struc

ture

s.

A:

Soft

rays

and

shar

p sp

ines

Fins

: For

m an

d Fu

nctio

n

40 p

oint

s

Q:

Nam

e the

fles

hy fi

n on

trou

t and

ca

tfish

that

has

no

know

n pu

rpos

e.

A:

Adi

pose

fin



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Fam

ilies

10 p

oint

s

Q:

Whi

ch fi

sh fa

mily

has

flat

und

ersid

es,

an ad

ipos

e fin

near

the t

ail,

and

barb

els?

A:

Cat

fish

fam

ily

Fish

Fam

ilies

20 p

oint

s

Q:

Whi

ch fi

sh fa

mily

has

torp

edo-

shap

ed b

odie

s, a s

mall

one

-par

t do

rsal

fin n

ear t

he ta

il, an

d a

duck

bille

d sn

out?

A:

Pike

fam

ily



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Fam

ilies

30 p

oint

s

Q:

To w

hich

fam

ily d

oes t

he la

rgem

outh

ba

ss b

elong

?

A:

Sunfi

sh fa

mily

Fish

Fam

ilies

40 p

oint

s

Q:

The M

inne

sota

stat

e fish

(wall

eye)

be

long

s to

which

fam

ily?

A:

Perc

h fa

mily



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Usin

g a K

ey fo

r Fish

ID

10 p

oint

s

Q:

Nam

e the

ancie

nt fi

sh th

at h

as

a ske

leton

com

pose

d en

tirel

y of

ca

rtilag

e an

d ha

s a sn

out (

nose

) sha

ped

lik

e a p

addl

e.

A:

Padd

lefish

Usin

g a K

ey fo

r Fish

ID

20 p

oint

s

Q:

Wha

t’s th

e eas

iest

way

to te

ll a y

ellow

pe

rch

from

a wa

lleye

?

A:

A p

erch

has

strip

es; a

wall

eye d

oesn

’t.



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Usin

g a K

ey fo

r Fish

ID

30 p

oint

s

Q:

Nam

e a p

rimiti

ve fi

sh th

at h

as b

ony

plat

es in

stead

of s

cales

.

A:

Stur

geon

Usin

g a K

ey fo

r Fish

ID

40 p

oint

s

Q:

Nam

e the

Min

neso

ta fi

sh w

ith a

later

al lin

e tha

t run

s thr

ough

its t

ail.

A:

Fres

hwat

er d

rum

(she

epsh

ead)



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Div

ing

Into

Div

ersit

y

10 p

oint

s

Q:

Wha

t do

we ca

ll th

e pro

cess

of

putti

ng o

bjec

ts in

to g

roup

s acc

ordi

ng

to th

eir f

eatu

res o

r cha

ract

erist

ics?

A:

Clas

sifica

tion

Div

ing

Into

Div

ersit

y

20 p

oint

s

Q:

Nam

e two

feat

ures

that

can

be u

sed

to cl

assif

y fis

h in

to fa

mily

gro

ups.

A:

Fin

shap

e, m

outh

loca

tion,

mou

th

type

, bod

y sh

ape,

pres

ence

or a

bsen

ce

of b

arbe

ls or

adip

ose fi

n, si

ze o

f sc

ales,

or n

umbe

r of s

cales



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Div

ing

Into

Div

ersit

y

30 p

oint

s

Q:

How

man

y sp

ecie

s of fi

sh li

ve in

M

inne

sota

?

A:

160

Div

ing

Into

Div

ersit

y

40 p

oint

s

Q:

If an

area

has

man

y di

ffere

nt ty

pes o

f pl

ants

and

anim

als, i

t is s

aid

to h

ave

this.

A:

Biod

iver

sity



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Ada

pted

for H

abita

t

10 p

oint

s

Q:

Whe

n a fi

sh b

lends

in w

ith it

s su

rroun

ding

s, it

is sa

id to

be t

his.

A:

Cam

oufla

ged

Ada

pted

for H

abita

t

20 p

oint

s

Q:

Wha

t do

we ca

ll a fi

sh th

at ea

ts

othe

r ani

mals

?

A:

A p

reda

tor,

carn

ivor

e, or

pisc

ivor

e



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Ada

pted

for H

abita

t

30 p

oint

s

Q:

Des

crib

e the

bod

y sh

ape o

f a b

lueg

ill.

A:

Rou

nd w

ith fl

at si

des (

later

ally

com

pres

sed)

or p

an-s

hape

d

Ada

pted

for H

abita

t

40 p

oint

s

Q:

Doe

s the

male

or f

emale

bas

s gua

rd

the n

est w

hen

the e

ggs a

re la

id?

A:

Male



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Tal

es

10 p

oint

s

Q:

Wha

t do

we ca

ll th

e cha

ract

er th

at

save

s the

day

in an

amaz

ing

way?

A:

A h

ero

Fish

Tal

es

20 p

oint

s

Q:

A st

ory

that

is en

terta

inin

g an

d th

at

exag

gera

tes t

he tr

uth

is ca

lled

this.

A:

A ta

ll ta

le (o

r fish

tale)



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

Tal

es

30 p

oint

s

Q:

Wha

t do

we ca

ll a fi

gure

of s

peec

h in

whi

ch tw

o un

like t

hing

s are

co

mpa

red

usin

g th

e wor

ds li

ke o

r as?

Fo

r exa

mpl

e, “J

oy sw

ims l

ike a

fish

.”

A:

A si

mile

Fish

Tal

es

40 p

oint

s

Q: W

hat d

o we

call

a figu

re o

f spe

ech

in w

hich

a wo

rd o

r phr

ase i

s giv

en

a new

mea

ning

? For

exam

ple,

“The

north

ern

pike

was

a to

rped

o ch

asin

g th

e bai

t.”

A:

A m

etap

hor



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

in W

inte

r

10 p

oint

s

Q:

Nam

e the

bod

y pa

rt th

at fi

sh u

se to

co

llect

oxy

gen

from

the w

ater

.

A:

Gill

s

Fish

in W

inte

r

20 p

oint

s

Q:

Wha

t is i

t call

ed w

hen

fish

die f

rom

lac

k of

oxy

gen

in an

ice-

cove

red

lake

or p

ond?

A:

Win

terk

ill



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

less

ons f

rom

Cha

pter

2 as

que

stion

cate

gorie

s.

Fish

in W

inte

r

30 p

oint

s

Q:

Wha

t is t

he m

ost i

mpo

rtant

lim

iting

fa

ctor

for fi

sh in

win

ter?

A:

Oxy

gen

Fish

in W

inte

r

40 p

oint

s

Q:

Nam

e one

way

oxy

gen

is m

ixed

into

th

e wat

er in

a lak

e or s

tream

.

A:

Win

d, w

aves

, bub

blin

g wa

ter f

rom

a w

ater

fall,

riffl

es (r

apid

s), th

e ar

rival

of sp

ring

and/

or g

reen

plan

ts,

phot

osyn

thes

is



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Aqu

atic

Hab

itats

10 p

oint

s

Q:

Wha

t are

the f

our b

asic

habi

tat n

eeds

of

fish

?

A:

Food

, wat

er, s

helte

r, an

d sp

ace

Aqu

atic

Hab

itats

20 p

oint

s

Q:

Wha

t do

small

fish

(lik

e min

nows

) ea

t?

A:

Plan

kton



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Aqu

atic

Hab

itats

30 p

oint

s

Q:

Nam

e two

type

s of s

truct

ure o

r ha

bita

t in

a stre

am.

A:

Vege

tatio

n, b

ould

er, l

og, u

nder

-cut

ba

nk, e

ddy,

riffle,

pool

Aqu

atic

Hab

itats

40 p

oint

s

Q:

Nam

e thr

ee p

laces

you

can

find

aqua

tic in

verte

brat

es.

A:

Swim

min

g on

the s

urfa

ce; s

tuck

to

rock

s, pl

ants,

or l

ogs;

unde

r the

doc

k;

or in

the m

uck



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Aqu

atic

Hab

itats

50 p

oint

s

Q:

Som

ethi

ng th

at im

pact

s fish

and

mig

ht le

ssen

the c

hanc

e for

surv

ival

is ca

lled

.

A:

A li

miti

ng fa

ctor

Aqu

atic

Hab

itats

60 p

oint

s

Q:

Wha

t two

fact

ors a

ffect

how

qui

ckly

aq

uatic

inve

rtebr

ates

com

e out

of

hibe

rnat

ion?

A:

Ligh

t and

tem

pera

ture



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Min

neso

ta F

ish

10 p

oint

s

Q:

Wha

t doe

s the

late

ral l

ine s

ense

?

A:

Vib

ratio

ns in

the w

ater

Min

neso

ta F

ish

20 p

oint

s

Q:

Nam

e two

func

tions

of fi

sh fi

ns.

A:

To h

elp th

e fish

bala

nce,

swim

, ste

er



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Min

neso

ta F

ish

30 p

oint

s

Q:

To w

hich

fam

ily d

o lar

gem

outh

bas

s be

long

?

A:

Sunfi

sh fa

mily

Min

neso

ta F

ish

40 p

oint

s

Q:

Nam

e the

fish

that

has

a lat

eral

line

runn

ing

thro

ugh

its ta

il.

A:

Fres

hwat

er d

rum



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Min

neso

ta F

ish

50 p

oint

s

Q:

How

man

y sp

ecie

s of fi

sh li

ve in

M

inne

sota

?

A:

160

Min

neso

ta F

ish

60 p

oint

s

Q:

Doe

s the

male

or f

emale

bas

s gua

rd

the n

est w

hen

the e

ggs a

re la

id?

A:

Male



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Min

neso

ta F

ish

70 p

oint

s

Q:

Wha

t is t

he li

miti

ng fa

ctor

for fi

sh

in w

inte

r?

A:

Oxy

gen

Wat

er S

tewa

rdsh

ip

10 p

oint

s

Q:

Nam

e thr

ee n

atur

al pl

aces

whe

re

wate

r can

be f

ound

.

A:

Soil,

plan

t, riv

er, c

loud

, oce

an, l

ake,

anim

al, g

roun

dwat

er, a

nd g

lacie

r



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Wat

er S

tewa

rdsh

ip

20 p

oint

s

Q:

Nam

e thr

ee w

ays t

hat a

quat

ic pl

ants

bene

fit fi

sh.

A:

Prod

uce o

xyge

n, p

rovi

de co

ver,

prov

ide s

hade

, pro

vide

inve

rtebr

ate

resti

ng sp

ots (

fish

food

)

Wat

er S

tewa

rdsh

ip

30 p

oint

s

Q:

Wha

t do

we ca

ll an

area

of l

and

wher

e all

wate

r dra

ins t

o on

e poi

nt

such

as to

a pa

rticu

lar st

ream

, lak

e, or

po

nd?

A:

A w

ater

shed



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Wat

er S

tewa

rdsh

ip

40 p

oint

s

Q:

Nam

e thr

ee ty

pes o

f pol

lutio

n th

at

can

cont

amin

ate t

he w

ater

.

A:

Litte

r, fe

rtiliz

er/p

estic

ides

, oil

from

ca

rs, a

nim

al wa

ste, s

oil f

rom

eros

ion

Wat

er S

tewa

rdsh

ip

50 p

oint

s

Q:

Nam

e thr

ee sp

ecifi

c way

s in

which

pe

ople

can

keep

wat

er cl

ean.

A:

Don

’t lit

ter,

redu

ce fe

rtiliz

er/p

estic

ide

use,

recy

cle o

il, k

eep

buffe

r zon

es

along

lake

s and

stre

ams



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Wat

er S

tewa

rdsh

ip

60 p

oint

s

Q:

Nam

e two

mac

roin

verte

brat

es th

at

are i

ntol

eran

t to

wate

r pol

lutio

n.

A:

Ald

erfly

, dob

sonfl

y, ca

ddisfl

y, da

mse

lfly,

may

fly an

d sto

nefly

larv

ae

Wat

er S

tewa

rdsh

ip

70 p

oint

s

Q:

Eur

asia

n wa

ter m

ilfoi

l, ze

bra m

usse

ls,

and

purp

le lo

oses

trife

are a

ll ex

ampl

es

of w

hat?

A:

Har

mfu

l exo

tic sp

ecie

s



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

Man

agem

ent

10 p

oint

s

Q:

Nam

e one

reas

on th

e DN

R se

ts fis

hing

lim

its.

A:

To g

ive m

ore p

eopl

e a ch

ance

to

catc

h fis

h; to

giv

e mor

e fish

a ch

ance

to

gro

w an

d re

prod

uce a

nd to

m

aint

ain

a sus

tain

able

popu

latio

n

Fish

Man

agem

ent

20 p

oint

s

Q:

Any

one t

his a

ge an

d ol

der m

ust h

ave

a fish

ing

licen

se to

go

fishi

ng.

A:

16 ye

ars o

ld



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

Man

agem

ent

30 p

oint

s

Q:

The t

ime p

erio

d wh

en yo

u’re a

llowe

d to

fish

for a

certa

in sp

ecie

s of fi

sh is

ca

lled

.

A:

A fi

shin

g se

ason

Fish

Man

agem

ent

40 p

oint

s

Q:

Why

do

fish

biol

ogist

s tak

e sca

le sa

mpl

es fr

om fi

sh?

A:

To le

arn

the a

ge o

f the

fish



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

Man

agem

ent

50 p

oint

s

Q:

Wha

t typ

e of a

rea d

oes a

wall

eye

pref

er fo

r spa

wnin

g?

A:

A sh

allow

plac

e with

a gr

avel

botto

m

Fish

Man

agem

ent

60 p

oint

s

Q:

Wha

t is o

ne ty

pe o

f are

a tha

t the

D

NR

use

s to

mai

ntai

n th

e nat

ural

envi

ronm

ent o

f a la

ke o

r stre

am an

d pr

otec

t the

area

from

dev

elopm

ent?

A:

Aqu

atic

Man

agem

ent A

rea



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

ing

Equ

ipm

ent a

nd S

kills

10 p

oint

s

Q:

Nam

e thr

ee ty

pes o

f rod

s and

reels

us

ed in

Min

neso

ta.

A:

Spin

-cas

t (clo

sed-

face

reel)

, spi

nnin

g (o

pen-

face

reel)

, bai

tcas

ting,

fly ro

d an

d re

el, ji

ggle

stick

, can

e pol

e

Fish

ing

Equ

ipm

ent a

nd S

kills

20 p

oint

s

Q:

Wha

t cou

ld yo

u ke

ep in

your

tack

le bo

x th

at w

ould

help

you

take

a ho

ok

out o

f a fi

sh’s

mou

th?

A:

Nee

dlen

osed

plie

rs o

r for

cep



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

ing

Equ

ipm

ent a

nd S

kills

30 p

oint

s

Q:

Wha

t kin

d of

reel

does

a po

p-ca

n ca

ster r

esem

ble?

A:

Spin

-cas

t or s

pinn

ing

Fish

ing

Equ

ipm

ent a

nd S

kills

40 p

oint

s

Q:

Wha

t is t

he m

ost i

mpo

rtant

step

wh

en ca

sting

?

A:

Look

ing

arou

nd an

d be

hind

you

befor

e you

cast



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

ing

Equ

ipm

ent a

nd S

kills

50 p

oint

s

Q:

Nam

e thr

ee th

ings

that

attra

ct fi

sh

to a

lure

.

A:

Col

or, fl

ash,

scen

t, no

ise, m

ovem

ent

Fish

ing

Equ

ipm

ent a

nd S

kills

60 p

oint

s

Q:

Dry

flie

s im

itate

whi

ch li

fe st

age o

f an

aqua

tic in

sect

?

A:

Adu

lt. D

ry fl

ies a

re ad

ult i

nsec

t im

itatio

ns th

at fl

oat o

n to

p of

the

wate

r



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Fish

ing

Equ

ipm

ent a

nd S

kills

70 p

oint

s

Q:

Why

are i

ce fi

shin

g ro

ds so

shor

t?

A:

Beca

use t

here

is n

o ne

ed to

cast—

you

just

drop

your

line

thro

ugh

the h

ole

in th

e ice

Safe

ty an

d th

e Fish

ing T

rip

10 p

oint

s

Q:

Wha

t is o

ne th

ing

you

can

do to

m

ake y

our fi

shin

g tri

p sa

fer?

A:

Be ca

refu

l cas

ting,

brin

g pe

rson

al flo

tatio

n de

vice

s, te

ll so

meo

ne w

here

yo

u’re g

oing

, dre

ss fo

r the

wea

ther



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Safe

ty an

d th

e Fish

ing T

rip

20 p

oint

s

Q:

Wha

t is t

he b

est w

ay to

dre

ss w

hen

fishi

ng o

utdo

ors i

n wi

nter

?

A:

In la

yers

Safe

ty an

d th

e Fish

ing T

rip

30 p

oint

s

Q:

Whe

re ca

n yo

u ge

t inf

orm

atio

n ab

out

what

fish

are i

n a l

ake?

A:

Inte

rnet

, DN

R w

ebsit

e, La

ke F

inde

r, a b

ait s

hop



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Safe

ty an

d th

e Fish

ing T

rip

40 p

oint

s

Q:

Nam

e thr

ee li

ve b

aits

used

in fi

shin

g

A:

Min

nows

, nig

ht cr

awler

s, an

glew

orm

s, wa

x wo

rms,

gras

shop

pers

, cra

yfish

, fro

gs, l

eech

es

Safe

ty an

d th

e Fish

ing T

rip

50 p

oint

s

Q:

Whi

ch si

ze o

f fish

are l

ess l

ikel

y to

co

ntai

n co

ntam

inan

ts?

A:

Small

er fi

sh



Sam

ple Q

uesti

on C

ards

Thes

e que

stion

s use

chap

ter h

eadi

ngs a

s que

stion

cate

gorie

s.

Safe

ty an

d th

e Fish

ing T

rip

60 p

oint

s

Q:

Fille

ting

and

cook

ing

fish

shou

ld

alwa

ys b

e don

e with

wha

t?

A:

Adu

lt su

perv

ision

MinnAqua Fishing: Get in the Habitat! Lesson 2:9 - Fish Bowl · Fish Bowl Scoreboard. Mighty...

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Transcript of MinnAqua Fishing: Get in the Habitat! Lesson 2:9 - Fish Bowl · Fish Bowl Scoreboard. Mighty...