www.seafood.co.

nz
PRODUCE APPLY FIND
SUCCESS
CRITERIA
PRINCIPLES VALUES
KEY
COMPETENCIES
LEARNING AREAS WORD BANK
RESOURCES
REQUIRED
Classifying and Identifying Characteristics of Living Things
GETTING TO KNOW FISH IN NEW ZEALAND WATERS
ESSENTIAL QUESTION
How do we know about diferent kinds of sh - where does the information come from?
WHAT ARE WE LEARNING?
Grouping species using science-based classications
Fish have characteristics that make them unique
Scientists undertake research to nd evidence
Marine life in New Zealand is diferent from other areas in the world
Ask students how scientists know what sh
eat. Discuss autopsies on stomach contents
and underwater observations.
Identify information known about sh and
the scientic methods used to gather this.
For example, tagging sh. Watch the TedEd
video Voyage to Antartica and complete
the tasks.
Discuss who uses the information and
what for?
Explain that research has enabled scientists
to group sh together that have
similar habits.
Pin images of sh and shellsh to diferent
Pinterest boards to demonstrate classifying
them according to where they live in the
sea, rocky shore, inshore or deep sea. Use
New Zealand Seafood Catch Methods to help.
Complete the classication of thirty sh types
in small groups. Use Types of sh and the
Hydrospheres Marine Environments fact
sheet to help.
Estimate the age of a sh. You will need
sh scales, a microscope, slides, tweezers,
camera and Google Docs to record
observations and collate photos.
Examine the scales using a microscope.
Count the circuli (growth rings) as
accurately as possible.
Photograph the investigation.
Research this method of nding the age
of a sh. Why is the age only approximate?
Do scientists still use this method? If not,
why? Why might the scales be blank or have
few circuli? Why is knowing the age of a
sh important?
Collate each groups ndings from
the Google Doc into a class
investigation summary.
Choose two species from each
Pinterest board and nd out about
the characteristics of each.
Develop a list of characteristics for each sh
or shellsh you have chosen.
Use Spotify to select music that represents
each one. Think about the way they move,
eat and protect themselves.
Consider that you have chosen species
from three diferent classications.
Although each type will have a diferent
piece of music, each pair is from the same
habitat so their music should show
this connection.
Compile the music into a playlist. Match the
playlist to images representing the species
you have chosen.
List
Infer
Dene
Compare
Classify
Listen
Organise
Observe
Examine
Interpret
Identify
Relate
Adapt
Imagine
Compose
Debate
Perceive
Choose
TRY THIS WITH
Years 6 - 8
Students who have an interest
in science experiments
Students who love music
Students can check that they have successfully completed the task by:
Identifying enough details about the
species to inform the choice of music.
Locating a range of music styles to
illustrate the diferences in the species.
Reviewing the music choice to ensure
it is the best t for each species.
Coherence
Future focus
Innovation, inquiry and
curiosity
Integrity
Participating and
contributing
Thinking
Science
The Arts
Autopsy
Spawning
Classication
Circuli
Seafood New Zealand:
Types of sh
Seafood New Zealand:
Catch Methods
Hydrospheres Marine
Environments Fact Sheet
Voyage to Antartica video