lesson plan

SACSA Links

1. Introductory Activity Discuss what is aquaculture? What types of aquaculture are there?

Students are to discuss in their small groups what they knew about the following questions:

(i) what is aquaculture?

(ii) what are some examples of Aquaculture?

(iii) Where is aquaculture taking place?

(iv) When did it first begin?

(v) Is aquaculture important? If so why or if not, why not?

Small group discussion reporting back to class.

2. Homework Exercise

3. Give students the p14 & p16 on 'Aquatic Organisms Grown in Australia' to mark & identify which are South Australian.

·  History of Aquaculture - "It's not new!"

·  Importance of aquaculture for Food consumption

·  Types of aquaculture

Recording of student generated questions & ideas on whiteboard or blackboard.

Students to write a definition of aquaculture and uses of.

Informal comparison of student's knowledge about aquaculture.

·  Wheaton, F.W. 1993. Aquacultural Engineering. Knieger Publishing Company - Malaber Florida.

·  Use O/H/T's of the notes

·  ABARE - Australian Bureau of Agricultural & Resource Economics 'Australian Fisheries Statistics'

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Aquatic Organisms grown in Australia

· Discuss students' knowledge of each of the aquatic organisms ie where they are grown?

- Location (geography)

- Fresh/ sea water or estuarine.

- Have they ever visited any of the (aquaculture) farms? If so, - what type/which one & where?

- Discuss options for a visit to one of them

a)  Seahorse farm

b) Abalone farm

- Show the Power Point Presentation on the World and Australian Aquaculture Production

Set a possible date 2-3 weeks away to allow for an RBL based on discussion and extensive/ intensive types of aquaculture and primary and secondary sectors of aquaculture

· To increase students awareness of the organisms grown in South Australia compared to Australia

· To plan a lesson trop to the Seahorse farm

· To understand what is involved in farming.

· To gain an understanding of the $ value of it

Pp 15 & 16 O/H/T's of the answer sheet of the notes provided.

Website Visits

www.lmsc.sa.gov.au

www.saseahorsefarm.au

pp 8 & 9 of attached notes

pp 10-11 of notes

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Examine and Interpret through questioning the graphs on:

1. Global Fisheries and Aquaculture Production (p18) see Handouts

2. Australian Fisheries and Aquaculture Production (p19)

3. Global Aquaculture Production (p20)

4. Australian Fisheries 1999 (p21)

5. Aquaculture in Asia 1997 (p 22 &p23)

6. Relative Values of Aquaculture Commodities (p 24)

7. Aquaculture in Australia (p25)

8. Australian Aquaculture Production (p26 & p27)

9. Australian Aquaculture Value

Prompt open discussion from class or feedback from small group.

If time

10. Australian Aquaculture production:-

a) By year 1991-1992, through to 1998-1999

b) State by state.

c) Show the Power Point Presentation on the World and Australian Aquaculture Production

To increase awareness of the demand on fisheries and various counties demands

· To compare fisheries consumption and aquaculture production of different countries and specifically in Australia.

· To compare $ value in Australia aquaculture production

·  Verbal participation about the statistics presented.

·  A conclusion to be drawn about the direction of world fisheries and the demands placed upon them.

·  A conclusion about the direction of aquaculture to provide a means of food production

·  FAQ & Fisheries Statistics (1999) pp18-28 of attached information

From:-

·  Caton,A. and McLoughlin, K (Eds), 2000. Fishery Status Reports 1999 Bureau of Rural Sciences, Kingston, ACT, Australia

·  CSIRO

·  ABARE (in Lesson 2)

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Using the library to:

· Describing articles from aquaculture sources

· Use specialist print and non-print resources

· Become familiar with a variety of search engines

· Evaluate appropriateness of resources, discarding if  necessary

· Records bibliographic sources of information using author, title, publisher, date, http, date of download

· Cluster notes under sub-headings

Present Assignment 1 using word document

· How to write a bibliography correctly for different sources.

Compile a list of 5 Aquaculture information source. Use at least:

· 1 Australian Aqua/ fisheries 

· One internet URL

Indicate what kind of information the publication deals with.

Describe one of the magazine sources in the following way:

· Summarize each article

School library/ TAFE/ State Library

2. Internet

- SARDI

- Primary Industries Resources

4. Download the 'How to set out your bibliography' from RBL. Assignment page included

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· Students will become familiar with the need for their respect for sensitive experiments by other students and industries though Rules and Expectations sheet.

·  Students clarify the RBL on the 'Life Cycle of the Mulloway' to

-   locate

-   organise

-   present

-   use ICT (On-line resources, school Intranet site & publisher).

Assignment 2RBL

Research the 'Life Cycle of the Mulloway'

Include:

· a map showing the distribution of Mulloway in Australia

· a description of he Mulloway's life history

- what happens to the young juvenile

- what they eat

· How have they determined whether they have increased or decreased.

·  See all forms for

- parent consent

- rules & regulations

- medical information of the students

- Itinerary of LMSC

LMSC Course outline

Bill Lossier
TAFE Lecturer
Ph: (08) 86832531

Mike Stockdale
TAFE Aquaculture
(08) 86883600

Julie Suhanek
Science Co-ordinator
St Joseph's School, Port Lincoln Ph: (08) 86823655
Fax: (08) 86822566
Email: julies@stjoptli.pp.catholic.edu.au

See RBL Aquaculture assignment

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Students are to develop an understanding of the characteristics and behaviour (incl. special adaptations) of a fish

·  To appreciate the difficulties involved with classifying fish for scientists based on characteristics of fish.

Using the information and diagrams on the Fish Biology Worksheet -'Adaptations of fish' students will learn:

·  to use relevant information to answer questions about fish structures & the function(s)

·  appreciate special adoptive features of the fins and sense organs.

Using 'Adaptations of fish' worksheet students should be able to:-

Use the diagram and information to relate

1. Structure and function of fish biology

2. Process of respiration and gas exchange in a fish

3. The class-ification key to name the 12 fish shown on the worksheet

Complete Fish Biology Worksheets on Adaptations of a fish with teacher assistance during class.

·  Check all forms have been returned to enable students to go to the LMSC.

'Fish Adaptations Worksheet'

from Sacred Heart College Senior (SHCS) 1996 Science Faculty

included in this package

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Students will recognise the role of dissection as increasing their understanding of Fish Biology

Students will recognise the importance of learning the theory of the 'Structure & function of Fish Biology'.

·  Students will make observations of the theory of the 'Adaptations of a fish' by performing a dissection of a variety of fish and a crab.

·  Students should be able to locate and identify structures on the fish and crab

·  Work independently or in a team to complete their observations and a successful dissection.

·  Undertake first-hand investigation with safety and confidence.

·  Students will observe the detail of a fish scale under a microscope.

·  To examine the biology/adaptations of a fish.·  Identify and relate with this hands on activity the structure and functions of the specimens provided.

·  Review steps in setting up a microscope to examine the scales of a fish.

· Complete the Qns and diagrams on practical sheet on 'Observations of a fish and a crab'.

· Teacher to observe students identifying structures while working with them individually or in small groups

· Review answers and success of the practical

· Students are to complete and hand up for homework

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