Diving into STEM with Oceanic Research Group … 14 Teacher...Structure, Function and Information Processing Earth’s Systems: Processes that Shape the Earth Common Core Standards

Diving into STEM with Oceanic Research GroupElementary Unit: Focus on STEM with FishKiller Clams Lesson: Teacher Resources

Concepts: The Lifespan of Overfishing, Symbiotic Relationships, Testing a Hypothesis, Solar PowerGrade Level: 4 Estimated Time: Afterschool: 7.5 hours Classroom: 8 hoursOverview: Jonathan goes to Micronesia to find giant clams! Tridacna clams are so big that people used to

think they caught people. Jonathan wants to research to learn if the Tridacna clams are really dangerous.Online Resources: Jonathan Bird’s Blue World webisode 14 Killer Clams (www.blueworldTV.com)

Elementary Unit - Killer Clams: Teacher Resources - Page 1Learn more at www.BlueWorldTV.com!

IntroductionHuman impact on the marine environment extends to many areas and is frequently very detrimental. The ocean’s supply of fish is a common food resource that is rapidly being depleted. The fishing industry’s use of trawling kills many target (wanted) and by-catch (not wanted) species as well as threatening the stability of many habitats. Since 1950, the oceans have been over-fished and fish are being caught faster than they can reproduce. Throughout the world, fisheries are threatened with collapse due to unsustainable fishing methods and ecosystem destruction.

In the overfishing simulation students will be introduced to the problem of overfishing. Working in teams students will catch “fish” - crackers, cheerios, raisins and grapes - from paper plate oceans and experience the need to develop a strategy in order to maintain a sustainable fishery. Students will spend four 30-second years fishing in their oceans during which they can fish using straws and masking tape as their poles and hooks. Each fish has a different monetary value and each student must catch a minimum dollar amount of fish in order to stay in business the following year. Also there must be at least 2 fish of a species at the end of a “year” for that species to reproduce. The fish will need to eat in order to survive and reproduce so students will need to pay attention to the food web.

NGSS and Common Core Standards

Next Generation Science StandardsStructure, Function and Information ProcessingEarth’s Systems: Processes that Shape the Earth

Common Core StandardsMath: Measurement & DataReading Standards for Informational TextLanguage StandardsWriting Standards

Objectives• Introduce viewers to the biology of Tridacna clams• Discuss the problem of overfishing by demonstrating how long it takes clams to grow•Take viewers on a dive to see Tridacna clams in the wild as well as visit an aquaculture site in Micronesia• By the end of the lesson, the students will be able to:

• Graph changes in a population over time.• Define what over-fishing means and its effect on fish stocks.

• Create a strategy to manage natural resources.


Killer Clams Lesson: Teacher Resources Contents

Killer Clams Lesson Summary for TeachersThe above table is only a suggestion as to how to use the resources between afterschool and classroom settings. This lesson contains resources to teach about food webs, sustainable fishing and a math based activity with an emphasis on learning the terminology related to the topic. Journaling, both narrative and scientific, is included to build communication skills.

It is preferred to introduce the concepts and vocabulary to the ELL students in the afterschool program the week before introducing them into the classroom settting. This gives the ELL students the opportunity to become familiar with the terminology of the lesson to be able to better learn the science in the classroom setting. The ELL students will delve deeper into the topic in the afterschool program.

Section Page(s) Afterschool Est. Time Classroom Est. TimeKiller Clams Lesson Summary 2Detailed Learning Standard References 3Science Notebook Framework 4 X 0.5 hr X 0.5 hrBackground 5 X 1.5 hr X 0.5 hrEssential Vocabulary with definitions 6 X 1.0 hr X 0.5 hrExtended Vocabulary with definitions 7 X 1.0 hr X 0.5 hrVocabulary Reinforcement Bingo Game 8-9 X 1.0 hrMap Location Activity 10 X 10 minConnection to Cultures 10 X 10 minPrior Knowledge 11 X 0.5 hr X 10 minPreviewing Background Knowledge, Questions & Writing Prompt 11 X 0.5 hr X 0.5 hr

Post-viewing Questions & Writing Prompts 12 X 1.0 hr5W Questions Worksheet 12 X 1.0 hrListening Dictation Exercise 13 X 0.5 hr X 1.0 hrActivity: The Economics of Overfishing Teacher Guide 14-15

Going Further 15 X 1.0 hr X 1.0 hrActivity: The Economics of Overfishing Rules & Game 16 X 1.0 hr

Activity: The Economics of Overfishing Data Table 17 XTOTAL TIME 7.5 hours 8 hours

Connections to the Next Generation Science and Common Core StandardsNext Generation Science Standards

Structure, Function and Information Processing4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. 4-LS1-2 Use a model to describe that animals receive different types of information through their senses, process the informa-tion in their brain, and respond to the information in different ways.

Earth’s Systems: Processes that Shape the Earth4-ESS3.1.A Natural Resources. Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.

Common Core StandardsReading Standards for Informational Text K-5

R.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Language Standards K-5L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Writing Standards K-5W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Mathematics -Measurement & Data4.MD.A.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record mea-surement equivalents in a two-column table. 4.MD.A.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measure-ments given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.



Unit:______________________________ Investigation/Part_____________________________________

Idea:_____________________________________________________________________________________

(1) PLANNING THE INVESTIGATION:Focus Question (Teacher provided or student generated? Write in or glue in?)Prediction (Whole group oral or written in notebook? I think/predict that_________ because _______)Planning (What should be changed? What should be kept the same? How will differences be measured? Teacher given? Written on board? Glue in sheet? Student generated?)

(2) DATA ACQUISITION & ORGANIZATION:Data Collection Methods (How will students record data? Drawings, charts & tables, artifacts, graphs & organizers)Data obtained (What is the expected outcome of the observations?)Data display (Data re-organization, graphic organizers)

(3) MAKING MEANING:Discussion/analysis Conference: Science Talk (Class graphic organizer, thinking maps, sharing data, claims and evidence as a whole group)Claims & Evidence listing:

Claim Evidence(I claim that...) (I know this because...)

Conclusion (Sentence Frames and Prompts to scaffold answering the focus question: How do claims and evidence related to the big idea? Were predictions supported by the evidence?)

(4) REFLECTION & SELF-ASSESSMENT:Line of learning (What did you learn that was new?)Reflection/Self-reflection (At first thought...now I think...I still need help understanding)Next Step Strategies (Re-teaching strategies)

Reference: Bay Area Science Project/Lawrence Hall of Science - 2010

SCIENCE NOTEBOOK FRAMEWORK


Tridacna gigas, the giant clam, is usually blue, golden brown, yellow, or green. This clam really is a giant, growing to 4 feet long and weighing over 500 pounds and it can live for more than one hundred years. Each side of the shell is made by the outer edge of the mantle. The shell is fused together at the dorsal surface and encloses the mantle cavity, the fleshy part of the giant clam. The giant clam has two siphons one to suck water in and the other to push water out. Tridacna can squirt a forceful jet of water out of its “excurrent” siphon by quickly opening and closing its shell. Perhaps one of the most unusual attributes of this clam is that its colorful skin hides a thick layer of zooxanthellae or algae. The zooxanthellae and the clam have a symbiotic relationship. The zooxanthellae make food for the clam using the energy from the sun. The algae feed off the clam’s waste. The water the clam sucks through its “incurrent” siphon brings the tiny algae oxygen and flushes away excess waste materials. Most of the giant clam’s nutrients come from the zooxanthellae living under its skin. The giant clam farms its zooxanthellae.

Since the giant clam can’t move, reproduction is done by spawning. Each Tridacna gigas produces sperm and eggs. Through a synchronization process each clam releases either sperm or egg into the water to complete the spawning process. The giant clams release their gametes into the water at the same time, in the hopes there will be enough gametes to fertilize each other. When this event happens, the water looks milky.

Tridacna has been historically misunderstood. Some scientific and technical manuals once claimed that the great mollusk had caused deaths. In those days the Tridacna was also known as the killer clam or man-eating clam. Older versions of the U.S. Navy Diving Manual gave detailed instructions for releasing oneself from the clams grasp by severing the adductor muscles used to close its shell. We know now that

the giant clam is neither aggressive nor dangerous; the shell’s closing action is actually a defensive response, it closes slowly and not tightly.

The International Union for Conservation of Nature and Natural Resources (IUCN) lists Tridacna as vulnerable because its numbers have been greatly reduced by extensive harvesting for food and aquarium trade.

Giant Tridacna clams on a reef in Kosrae, Micronesia.

Giant Tridacna clam, Raja Ampat, Indonesia.

Background

Directions: Find a picture or a synonym (similar word) for each of the Essential Vocabulary words. The first one is done for you. Use a dictionary, thesaurus, internet, or any other resource available to you.

CLAM - a marine bivalve mollusk that lives in sand or mud

SYMBIOSIS – The relationship between two different kinds of living things that live together and depend on each otherSOLAR – Of or relating to the sunFARM – A piece of land or area of water used for growing crops, and raising animals such as cattle, fish and oysters.RAISE – To grow or cultivatePLANKTON – Passively floating or weakly swimming minute animal and plant life of a body of waterMYTH – An idea or story that is believed by many people but is not true. A story that was told in an ancient culture to explain a practice, belief or natural occurrenceGIANT – A person or thing that is very large, powerful or successfulHARVEST - The amount of crops or fish that are gatheredOVER HARVESTED/ OVER-FISHED – Gathering an excessive amount of crops or fishSIPHONS – A tubular organ in animals and especially mollusks or arthropods that are used for drawing in or ejecting fluidsTISSUE – The material that forms the parts in a plant or animalREEF – A chain of rocks, coral or ridge of sand at or near the surface of the waterCOLLAPSE - The collapse of a fishery is defined as a decline in catches to 10% of the maximum previous level.MANTLE - The fold of skin covering all or part of the body of a mollusk. The outer edge of the mantle secretes the animal’s shell.SUSTAINABILITY - When the population of a species of fish is managed in a way that provides for today’s needs without damaging the ability of the species to reproduce and be available for future generations.VULNERABLE - A species that is not declining in number but is of special concern because it is sensitive to pressure by human activities or natural events.

ESSENTIAL VOCABULARY Killer Clams: Teacher Answer Key


EXTENDED VOCABULARY Killer Clams: Teacher Answer Key

Directions: Find a picture or a synonym (similar word) for each of the Extended Vocabulary words. Use a dic-tionary, thesaurus, Internet, or any other resource available to you.

SEARCH – To carefully look for someone or somethingRETRACT – To pull something back into something larger that usually covers it.SENSITIVE – Affected or changed by various agents such as light or touchRESPOND – To do something as a reaction to something elseSECRET – A fact or piece of information that is kept hidden from other peopleSHALLOW – Having little depthSLURP – To eat or drink noisily or with a sucking soundDEPLETE – TO use most or all of something importantCIRCULATE – To move without stopping through a system; To flow without obstructionDELICACY – Something pleasing to eat that is considered rare or luxuriousMATURE – To become fully developedHUNT – To chase and kill wild animals for food or pleasureSHADOW – An area of darkness created when a source of light is blockedDANGEROUS – Involving possible injury, harm or deathSIEVE – A device with meshes or perforations that is used to separate smaller particles form larger ones or solids from liquidsSOAK – to put something in a liquid for a long time EXTRACT – To get something (such as information or nutrition) from something else

Idiomatic language: ALL THE WAY - totallyFIND OUT - research/discoverLOOK AROUND - look for/searchAT LAST - finally



Vocabulary Bingo: Killer Clams• Write one word from the list below in each of the 25 boxes in whatever sequence you desire. Do not repeat words, and do not leave any spaces blank.• The instructor will read definitions in sequence. Place the number of the definition in the box with the associated term. When you have five in a row, shout, “Bingo!”

a. CLAM b. SYMBIOSISc. SOLARd. FARMe. RAISEf. PLANKTON

m. REEFn. RETRACTo. SENSITIVEp. SECRET q. SHALLOWr. DEPLETE

s. CIRCULATEt. DELICACYu. MATUREv. SHADOWw. SIEVEx. SOAK y. OVER HARVESTED/OVER-FISHED

g. MYTH h. GIANT i. HARVESTj. EXTRACT k. SIPHONSl. TISSUE


Vocabulary Bingo: Killer Clams - Definitions

1. REEF – A chain of rocks, coral or ridge of sand at or near the surface of the water2. RETRACT – To pull something back into something larger that usually covers it.3. SENSITIVE – Affected or changed by various agents such as light or touch4. SECRET – A fact or piece of information that is kept hidden from other people5. SHALLOW – Having little depth6. DEPLETE – TO use most or all of something important7. CIRCULATE–Tomovewithoutstoppingthroughasystem;Toflowwithoutobstruction8. DELICACY – Something pleasing to eat that is considered rare or luxurious9. MATURE – To become fully developed10. SHADOW – An area of darkness created when a source of light is blocked11. SIEVE – A device with meshes or perforations that is used to separate smaller particles form larger ones or solids from liquids12. SOAK – to put something in a liquid for a long time 13. EXTRACT – To get something (such as information or nutrition) from something else14. CLAM - a marine bivalve mollusk that lives in sand or mud 15. SYMBIOSIS – The relationship between two different kinds of living things that live together and depend on each other16. SOLAR – Of or relating to the sun17. FARM – A piece of land or area of water used for growing crops, and raising animals such as cattle,fishandoysters.18. RAISE – To grow or cultivate19. PLANKTON–Passivelyfloatingorweaklyswimmingminuteanimalandplantlifeofabodyof water20. MYTH – An idea or story that is believed by many people but is not true. A story that was told in an ancient culture to explain a practice, belief or natural occurrence21. GIANT – A person or thing that is very large, powerful or successful22. HARVEST-Theamountofcropsorfishthataregathered23. OVERHARVESTED/OVER-FISHED–Gatheringanexcessiveamountofcropsorfish24. SIPHONS – A tubular organ in animals and especially mollusks or arthropods that are used for drawinginorejectingfluids25. TISSUE – The material that forms the parts in a plant or animal

Map Activity

FIND MICRONESIA ON THE MAP AND COLOR IT RED. FIND THE UNITED STATES AND COLOR IT YELLOW.


Connection To Cultures1. Does anyone have a story/myth/folk tale from their culture about a clam that they would like to share? 2. There is a Native American story called The Gossiping Clams. Has anyone heard of that story?


1. What is a farm? Why do we have farms? What is the purpose of a farm? 2. What does solar mean? What do you think solar power means? 3. What gets their energy from the sun? 4. What is a hypothesis? What is a theory? 5. How many of you have eaten a clam before? Clam chowder? How many of you have seen a clam? 6. How big are clams? How big do you think clams can grow? 7. Do you think a clam could hurt you? How?

Writing prompt for the student journal: Imagine that the Tridacna clam really was dangerous. Write a nar-rative (story) about a Giant Killer Clam. Remember a Narrative has a beginning, middle and ending. Try to make it very scary with many adjectives and adverbs.

Previewing Background Knowledge & Check In Questions

Prior Knowledge ExpectationsStudents should have an understanding of food websStudents should have knowledge that population changes over time can be monitored using tables and graphs.

Viewing the Video

Play webisode 14 Killer Clams for the students. Length: 6:47 http://www.blueworldtv.com/webisodes/watch/killer-clams

Depending on the class and the level of the students, there are a few options to consider when viewing the webisode. • Students may watch the webisode, just focusing on the main ideas.

• Next, students could get their essential and/or extended vocabulary worksheets, and check off each word as they heard it, as the webisode played again.

• Also, the students might have the 5 W questions to answer as they listen to the webisode after the initial time.

• For the last viewing, the closed captioning could be turned on, to help bridge any listening comprehension gaps.


5 W Questions & Answer Key

1. Q: Where are Tridacna (giant) clams found? A: The Tridacna Giant clams are found in Micronesia.

2. Q: Why are Tridacna clams disappearing from the reefs?A: The Tridacna Giant clams are disappearing from the reefs because they are being over-fished/overharvested. It takes many years for a clam to grow to maturity.

3. Q: What does the Tridacna clam eat? A: The Tridacna clam eats plankton.

4. Q: When did the clam get to the weight of 100 pounds? A: The clam reached the weight of 100 pounds, when it was approximately 50 years old.

5. Q: Who gets hurt by the Killer Clams? A: The Killer Clam hurts no one. It was a myth.

6. Q: How is the sun important to the Tridacna clam? A: The sun is very important to the Tridacna clam. It eats plankton, but there is not much plankton in clear tropical water. Therefore, the clam also relies on solar power from the algae in their tissue.

7. Q: How do the Giant clams eat? A: The Giant Tridacna clam eats with two siphons: one to take in water, filter it for plankton, and one to release the water.

Post Viewing Questions & Writing Prompts

1. What are the effects of overfishing?2. What happens when a large percentage of a fish species is removed from the ocean? 3. Where does your family get the fish you eat? Does that fishery practice fishing sustainably? 4. Jonathan estimated that the Giant Tridacna clam that he saw was approximately 50 years old and weighed

100 pounds. If that same clam lived to be 75 years old, how much would it weigh? If that same clam lived to be 80 years old, how much would it weigh?

5. Writing prompts: 1. Write your observations about Tridacna clams in your scientific journal. 2. Write any questions you have about clams, solar power, symbiotic relationships and over-fishing that you

would like to further research. 3. What ideas/rules/laws do you think should be implemented to prevent the extinction of the Tridacna

Clam? Specifically, should the fishermen, restaurant owners, customers all play a role in preserving the Tridacna Clam? What should each of these groups do? Who should enforce these rules? What should the penalty be if they break your rules?


Cue Webisode 14 Killer Clams to 2:00. Have students fill in the missing words. Have the students listen multiple times- if needed. End segment at 3:20.

(JONATHAN SWIMMING OVER THE REEF)

When I hit the water, I start to __________ for the clam. The reef is beautiful, with __________ coral everywhere. This is a perfect place for a Tridacna. All I have to do is __________ around.

(JONATHAN PLAYING WITH THE CLAM)

At __________ I see a Tridacna clam! It’s grown into the reef—so it’s a little hard to see.

It __________ to my hand movements. That’s because it is sensitive to light and when my __________ casts a shadow on it, the __________ retracts to protect itself.

This is why __________ thought they were dangerous. Could a clam this__________ actually grab my hand?

Well, lets find out. I put my hand into the clam and it closes—but the clam can’t actually close all the way. See? All my __________ are still there. So much for the killer clam.

Answer Key:1. Search2. Healthy3. Look4. Last5. Responds6. Hand7. Clam8. People9. Large10. Fingers

Listening Dictation Fill in Exercise


Activity: The Economics of Overfishing - A Simulation of Real LifeMaterials: (Note: The first four items will depend on school policy and food allergies. Other food or non-food items may be substituted.)

• 1 carton of Goldfish crackers• 1 box Cheerios• 1 box of raisins• 1 bag of grapes• 1 roll of Scotch tape per group of 4 students• 1 paper plate per group of 4 students• 1 paper towel per student• 2 drinking straws per student• 4 plastic spoons for transferring fish from teacher stock to student oceans• A watch or clock with a second hand• A buzzer or bell• Graph paper• Colored pencils – each student will need four different colors

1. Begin class with a discussion of fishing. What fish do you eat? What do you know about where the fish came from and how they were caught?

2. Introduce today’s simulation and review the rules and food web with the students. In this ocean’s food web the Goldfish eat seaweed of which there is always plenty, the Cheerios fish and Raisin fish eat the Goldfish, and the Grape fish eat both Cheerios fish and Raisin fish. There must be at least 2 Grape Fish, Cheerios Fish and 2 Raisin Fish in the ocean for these fish to survive.

3. Pass out the simulation rules and data tables. Have one person from each group collect a plate, 8 straws, 4 napkins and a roll of tape for the members of their group. Students may use the straws and tape to create any fishing device they want. The key is to get fish out of the ocean and onto their boat.

4. Meanwhile, the teacher will start off each ocean with: 4 Goldfish, 4 Cheerio fish, 4 Raisin fish, and 4 Grape fish.

5. When all oceans are stocked, fishing gear made, and groups are ready the teacher will say, “GO.” Students will have 30 seconds to fish and then the teacher will ring a bell or say, “STOP.” All fishing poles must be put down. Any fish on the table or still attached to the fishing pole do not count.

6. Students should fill in their data tables with the number of each species of fish that remains in the ocean, the number and value of their catch, and the income earned by each student in their group. Once their tables are filled out, they can eat their catch!

7. As they fill in the tables, the teacher will go around and adjust the number of fish in each ocean for the next


round. Remember, there must be a food source and 2 fish of that species for them to reproduce and survive.

8. Repeat steps 5-7 three more times until there have been 4 years of fishing.

9. You may want to have students work on creating a line graph to show changes in their fish population over time. This may help students think about their own ocean before comparing the results between groups. The line graph could be completed as a homework assignment.

10. Have each fisherman report to the class the final number of fish remaining in their oceans after year 4. Some oceans may be completely empty of fish. Others may have figured out a way to fish sustainably so that there are many more fish than when they started. Discuss the various strategies the different groups used (or didn’t use) to manage their oceans.

11. Introduce the concepts of overfishing, environmental collapse, sustainability, and resource management as they become relevant to the discussion.

Going Further

What fish is available at your supermarket? Have students list 3 or more types.Using information on the U.S. Fish and Wildlife Service (http://www.fws.gov) students can find annual land-ing summary for their state. National Marine Fishery Service (NMFS) Landings Query Results http://www.st.nmfs.noaa.gov/st1/commer-cial/landings/annual_landings.html

Students can find the pounds caught and dollar amount paid for the catch. Have students compare two species of fish in terms of pounds and amount paid.

Activity: The Economics of Overfishing - A Simulation of Real Life (continued)


Rules: The Economics of Overfishing In this simulation you will become fishermen for the day. Your task is to make as much money as you can during the four years of fishing while at the same time creating a sustainable fishery so you can keep fishing. Remember, when your ocean is depleted of fish you are out of the simulation.

Rules:

1. You will be fishing cooperatively in an ocean (a paper plate) with three other fishermen.

2. Touching, tipping, or moving the ocean is not allowed.

3. Each fisherman will be given 2 fishing poles (straws) and a net (a short length of tape) to fish with. Fishing with hands or anything else is not allowed.

4. Place the fish you catch in your boat – a paper napkin. Fish that fall out of the boat onto the table do not count!

5. You will be fishing in your ocean for 4 years. Each year you will have 30 seconds to bring in your catch.

6. There are 4 different species of fish in the ocean. The dockside market value for each fish is: Goldfish $3, Cheerios fish $5, Raisin fish $5, and Grape fish $10.

7. Each fisherman must earn at least $5 of income annually to stay in business. However, you should try to earn as much money as possible.

8. At the end of each year, the fish have a chance to reproduce. For every pair of the same species of fish left in your ocean, 2 baby fish will be born.

9. Fish need to have food in order to survive. The food web in your ocean is as follows:• Goldfish eat seaweed and there is a lot of seaweed in your ocean. • Cheerios fish and Raisin fish eat Goldfish; there must be at least 1 Goldfish in the ocean for each of these

fish to survive. • Grape fish eat both Cheerios fish and Raisin fish; there must be at least 1 Cheerios fish and Raisin fish in

the ocean for the Grape fish to survive.

The Economics of Overfishing Data Table

Number of Fish Remaining in the Ocean After:

Year 1 Year 2 Year 3 Year 4

Goldfish

Cheerios fish

Raisin fish

Grape fish

My Catch

# Value # Value # Value # Value

Goldfish ($3)

Cheerios fish ($5)

Raisin fish ($5)

Grape fish ($10)

My Group’s Total Income

Names Income Year 1 Income Year 2 Income Year 3 Income Year 4

My Total Income

______________________’s Income

______________________’s Income

______________________’s Income

Ocean Total Income


Diving into STEM with Oceanic Research Group … 14 Teacher...Structure, Function and Information Processing Earth’s Systems: Processes that Shape the Earth Common Core Standards

Documents