1. A Fieldtrip to Discovery World Aquarium Jessica Connell, Kaye Gehrke, and Bridget Keldermans December 4, 2006 EDUC 140 Fieldtrip Power Point

2. How Fieldtrip will be introduced: Animals and their different habitats Animals and their different habitats Characteristics of fish and why they need water in order to survive Characteristics of fish and why they need water in order to survive Salt water Habitats vs. Fresh Water Habitats Salt water Habitats vs. Fresh Water Habitats Fish found in Salt Water vs. Fish found in Fresh Water Fish found in Salt Water vs. Fish found in Fresh Water

3. Driving Questions Driving Questions Why do fish need water in order to survive? Why do fish need water in order to survive? How do fish breath? How do fish breath? Why do some fish live in fresh water and some live in salt water? Why do some fish live in fresh water and some live in salt water? What differences did you see between the fresh water aquariums vs. the salt water aquariums? What differences did you see between the fresh water aquariums vs. the salt water aquariums? What differences did you see between the fresh water fish vs. the salt water fish? What differences did you see between the fresh water fish vs. the salt water fish?

4. Objectives of Fieldtrip To observe salt water fish in their habitat and to observe fresh water fish in their habitat. To observe salt water fish in their habitat and to observe fresh water fish in their habitat. To note the different characteristics of fish. To note the different characteristics of fish. To understand why some fish need salt water and some need fresh water. To understand why some fish need salt water and some need fresh water. To understand that not all animals that live in the water are fish To understand that not all animals that live in the water are fish

5. Products and Skills of Fieldtrip Basic outcomes of this field trip are: -students learn the difference between salt water and fresh water fish -Be able to describe different habitats of fish -Fill out worksheet that address the above concepts - They are able to discuss what they observed and connect it to previous lessons

6. Field Trip Permission Sheet Field Trip To Discovery World Dear parents and guardians, Our class will be taking a field trip to downtown Milwaukee to Discovery World aquarium. We will be expanding on our study of salt water and fresh water fish by looking and even being able to touch some aqua life. We will be going Dec. 20th at 9:00 am and we will be returning by the end of the school day in time for students to make their buses home if need be. The trip will cost only four dollars per student and please enclose that money with the bottom of this letter. We will be taking a bus downtown and the students need to bring a sack lunch. All of Discovery world is handicapped accessible and if you have any questions feel free to call or e-mail. Parents are welcomed to come along, chaperones are needed (if you are interested please let me know). Please have your student return the bottom half of this by Dec. 11. Thanks! Ms. Keldermans and Ms. Gehrke I give permission to attend Discovery World on Dec. 20th 2006. I have also enclosed the four dollar fee. Name Name Date Date

7. Literature Rainbow Fish by Marcus Pfister Rainbow Fish by Marcus Pfister Swimmy by Leo Lionni Swimmy by Leo Lionni Fish is Fish by Leo Lionni Fish is Fish by Leo Lionni National Geographic Kids Magazine National Geographic Kids Magazine Have students sing this song to the fish : “Fish Are Swimming” (Tune of Frere Jacques) Fish are swimming, fish are swimming, In the sea, in the sea, A-splishing and a-splashing, Look and see, look and see.

8. Cross-Curricular Connections Connect to literacy learning with the trade books that were mentioned on the previous slide. Connect to literacy learning with the trade books that were mentioned on the previous slide. Connect to mathematics by having the students use cheese goldfish to represent fresh water fish and pretzel goldfish to represent salt water fish. Then have the students work on addition problems. For example: have them add 1 salt water fish + 3 fresh water fish, or other problems like that. This can also be done with subtraction. Connect to mathematics by having the students use cheese goldfish to represent fresh water fish and pretzel goldfish to represent salt water fish. Then have the students work on addition problems. For example: have them add 1 salt water fish + 3 fresh water fish, or other problems like that. This can also be done with subtraction.

9. Misconceptions Revisited how fish use their gills to breath Revisited how fish use their gills to breath - Since we didn’t remember why this happened we thought that this would be an important topic to cover Why fish can’t live out of the water Why fish can’t live out of the water - Since we didn’t remember why this happened we thought that this would be an important topic to cover - Since we didn’t remember why this happened we thought that this would be an important topic to cover

10. Activity for after Field Trip Have students create and ocean sensory or a fresh water sensory after observing the habitats Have students create and ocean sensory or a fresh water sensory after observing the habitats Ocean Sensory : Fill the sensory table with water, add green Easter grass and small plastic sea life. The Easter grass feels like seaweed. Add sand, salt and shells if desired. Add sheets of dried seaweed from an Asian grocery and the whole area will really smell like the ocean. Ocean Sensory : Fill the sensory table with water, add green Easter grass and small plastic sea life. The Easter grass feels like seaweed. Add sand, salt and shells if desired. Add sheets of dried seaweed from an Asian grocery and the whole area will really smell like the ocean. Or have them create a Fresh Water Sensory in a similar manner.

11. Importance of Trip The students get to see first hand the different types of habitats that fish live in, instead of just looking at a book or watching a movie. The students get to see the fish interacting with each other in their habitats The students get to see first hand the different types of habitats that fish live in, instead of just looking at a book or watching a movie. The students get to see the fish interacting with each other in their habitats This could be the first time that a lot of the students get to see a salt water environment This could be the first time that a lot of the students get to see a salt water environment The students get to interact with the fish through fresh water and salt water touch tanks that have: lake sturgeons, sting rays, and baby sharks The students get to interact with the fish through fresh water and salt water touch tanks that have: lake sturgeons, sting rays, and baby sharks This trip promotes a lot of discovery based learning by having the students actively engaged and participating in observations and collaborating in groups This trip promotes a lot of discovery based learning by having the students actively engaged and participating in observations and collaborating in groups The trip will foster an appreciation for sea life and all animals The trip will foster an appreciation for sea life and all animals

12. Assessment Able to describe the difference between salt water and fresh water fish and their habitats Able to describe the difference between salt water and fresh water fish and their habitats Can explain how fish breath & why they need water in order to survive Can explain how fish breath & why they need water in order to survive Actively engaged in group work Actively engaged in group work Complete worksheet Complete worksheet Actively engaged in class work and discussion the next day Actively engaged in class work and discussion the next day