I. 5 Lesson Plans (corresponding to our typical 5 class-visits)
II. Suggestions for Class Activities related to these 5 visits and periods of trout development.
Google Docs: Downloable presentations and materials are available via google docs. Contact firstname.lastname@example.org if you do not have access.
Instructor Calendar (check here, then Email your preferred dates for class visits)
I. Core Lesson Plans (here is a summary of overall sequence)
Introduction - Getting Started (October-November)
With aquariums set up, water testing, and egg deliveries, the learning curve for everyone is pretty steep during the fall. Your TIC mentor will visit with an introductory presentation, and will want to get to know your class, but the focus at this point in the year is quite class-specific. Some activities that we recommend include:
- Draw an adult trout! Have students draw their idea of an adult trout. Have a class discussion of similarities between student drawings, focusing on characteristics that the students suggest- body shape/size, number of fins, markings, etc. Can the class work together to create reasonable expectations of what a trout looks like? Keep drawings for comparison later on!
- Lead-Pack Experiment! We will focus on stream ecology and invertebrates as we prepare for trout releases in the spring, but as the leaves are falling, this is a great time to get started. The Leaf-Pack Network makes it easy to design experiments, collect your own stream-insect samples and compare data with classes all over the world. Tree identification, dichotomous keys, functional groups in ecology, scientific method. See the Project Manual!
- OR read "Trout Are Made From Trees" by A. P. Sayre. A great book for younger kids!
Trout Coloration - (After "swim-up" in December)
The core of this presentation includes a slideshow, and a nature-illustration activity designed to encourage students to think critically about the appearance of their trout as adaptations for survival. Students will have an opportunity to present a trout they have "discovered" and to discuss the markings and adaptations that make their fish unique. For advanced classes, we can investigate the mechanisms that make color-change possible at the cellular level. Some good starting research sites are:
- General brief overview: http://www.newton.dep.anl.gov/natbltn/700-799/nb706.htm
- Images of chromatosomes on shrimp shells, reproducable in class!: http://snowcrablove.blogspot.com/2010/10/happy-belated-alaska-day.html
- A quite detailed discussion of the role of color perception in trout: http://www.ytyeflies.co.uk/colour.html
- A Bureau of Fisheries Report on fish color experiments (detailed, a bit old)
The Great Daphnia Experiment! (January - early Feb.)
Stream Insects and Health (March/April)
We will focus on the aquatic insects that are a key element of stream foodwebs. We will review the life-cycles and adaptive characteristics of these insects, and then have the students use dichotomous keys to identify insect types (to the order) using live specimens. This lesson introduces the idea that we can learn, or infer, much about the function of a system (stream foodweb) by making scientific observations of individual components.
Using the Izaak Walton League "Benthic MacroInvertebrate Index", we will practice scoring a stream's health, like a test, using insects. Classes will practice this test, which we will do for real before releasing our fish. Finally, we will feed a few insect larvae to the trout- always a great time!
- Lesson plan is HERE (on the way...)
- Dichotomous Key is HERE.
Field trips to various locations near schools..... it is never too early to begin planning your spring trout release! We highly encourage you to shoot for a May date. Items to consider:
- will the stream provide good habitat?
- is the stream accessible and safe?
- is it on public property, or in a location that students might be able to return to on their own?
II. Optional Additional Programs
|Growth Chart - Avg, Min & Max.|
The picture below shows one specimen trout, ready for measurement in a petri dish placed on graph paper. Students can work in small teams to collect and measure a number of trout on any given day, resulting in average, mean, mode, minimum and maximum measurements which can be charted (right). We'll be glad to visit your class and introduce the project, or we can share the lesson plan and answer your questions.
AQUAPONICS - A number of classes will add floating aquaponics kits to their aquariums, as we
STREAM RELEASE PREP - Depending on your plans for spring stream releases (May and June), we can be available to help your students prepare and get the most out of their experience.
HISTORY CONNECTION - (4th Grade Link to new York State History!)
The fishfood we feed our trout is based on a fish called "menhaden"- a critical base fish in Atlantic estuaries, and the original fish-fertilizer for the native American "Three Sisters". the name "Menhaden" is linked to a native American word for fertilizer! These fish are also known as "alewives" and were introduced to Cayuga Lake in the 1800s as a food source for BROWN TROUT and salmon! Learn more about the role of these fish in American history at http://www.ethicurean.com/2009/03/23/menhaden/
- Trout Webquest Worksheet by Lauren Hamilton, Newfield Middle School: https://drive.google.com/drive/folders/0B3YQEIugFOi6SVd0ZGFsREU3ZjA?usp=sharing
- Leaf Pack Network - Stroud Water Research Center - Great study-research resources!
- The Trout Dissecting Game
- Stream Explorers - TU's Trout/Salmon Education Website. Trout Life Cycle & Anatomy, etc.
- Environmental Protection Agency's "Macroinvertebrates In Our Waters" (Middle & High School)