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Notes for teachers-

I feel like a lot of life science lessons can be modified and use a hypothetical situation, but for this one, you truly need a fish tank.

This would be a great way to START a fish tank correctly, or in my case, correct an imbalanced tank.

List of Materials

Fish tank, filter, etc.- can use a small, 5 gallon or larger
Plants
Water test strips
Moss balls
Water filter such as a Brita, or access to filtered water somewhere on your campus
Microscope- optional
Fish- (eventually)

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State Standards

Science and Engineering Practices:

● ask questions and define problems

● develop and use models

● plan and carry out investigations

● analyze and interpret data

● construct explanations and design solutions

● engage in argument from evidence

● obtain, evaluate, and communicate information

Crosscutting Concepts:

Cause and effect

Systems and system models

Stability and change

Life Science Standard:

5.L4U3.11 Obtain, evaluate, and communicate evidence about how natural and human-caused changes to habitats or climate can impact populations.

Technology Standards:

Standard 3: Knowledge Constructor

3-5.3.a. Students, in collaboration with an educator, employ appropriate research techniques to locate digital resources that will help them in their learning process.

3-5.3.d. Students, in collaboration with an educator, explore real world problems and issues and collaborate with others to find answers or solutions.

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State Standards

ELA Standards:

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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Objectives:

Students will be able to test water for chemical levels.
Students will make a plan to fix chemical levels by conducting research.
Students will create a balanced tank that can support fish and plant life for the long term.

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Agenda

Day 1: Discuss and assess water

Day 2: Create a plan using research

Day 3: Skits and discussion

Day 4: Create comprehensive plan

Day 5: Follow the plan Note: You may need to wait if water needs to sit for longer period of time.

Day 6+: Recheck chemical levels as needed. Adjust factors in tank as needed.

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Intro/Driving Question/Opening

Why did our fish die? Note: You can skip this question if you are setting up a tank for the first time.
How do we create a thriving fish tank and insure our fish are not dying due to their environment?
How is a fish tank like a natural ecosystem, and how is it different?

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Hands-on Activity Instructions

Students work in small groups of 3. Whole class discussions throughout the lesson/project are also facilitated.

1. Students start by discussing all factors in a fish tank- how many fish, how many plants, types of fish, temperature etc. How does this differ from a natural setting?

Note: Natural settings rarely face overpopulation/chemical imbalance situations as severe as tanks may face.

2. Students use water test strips to determine if water is healthy or unbalanced in any way. Students also test the tap water vs. filtered water.

3. Students use the information and research to create a step-by-step plan to fix the problem.

4. Students act out plan in short skit.

5. Whole class discussion about plans.

6. Teacher follows plans for tank.

7. Students make observations.

Note: You can use a science notebook if available and retest water weekly.

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Assessment

Does the skit show a plan supported by facts?
Science notebook checks if available.
Does the tank remain clean and healthy? - Long-term assessment

Here is a rubric to use during the skit portion to assess initial research and plan along with collaboration skills: Fish Tank Rubric

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Differentiation

Create strategic teams.
Provide students with research rather than having them find it.
Show informative Youtube videos to supplement or replace written research.
Draw a comic strip instead of perform a skit.

Remediation

Extension/Enrichment

Compare and contrast saltwater tank needs vs. fresh water.

Use microscope to view water up close. Check for life / microbes etc. Draw in science notebook.

Draw a model of the relationships between fish, plants, microbes etc.

Math option- Create a budget using ads from a petshop to find the true cost of a fish tank.

Engineering option- Build a hideout for fish that is safe, not buoyant, and desirable. (Possible Lego house for a beta etc.)

Math option- draw a picture to scale to show your plan.