Lab Considerations:
1. Set up a. Each group will have an assortment of fish (4 or more), paper towels, dissecting kits, ruler, writing utensils, plastic bag for disposal of fish, soap and water b. A lab table that can be easily washed c. Students will be given a bag of fish and allowed to get in their group, there is no need to label lab stations. d. Each group should have ample space to place fish in table and explore traits. A 3 foot by
2 foot table should be sufficient.
2. Material distribution a. Students will need a lab handout, writing utensil, paper, dissecting kit and ruler. b. The best way to get the supplies to the students is to have a group member come get a bag of fish while another group member can get the dissecting kit, ruler and bag.
3. Pre-lab a. The expectations for the lab are for the students to explore the different fish and compare and contrast the different traits between fish. b. When dissecting kits are used students will be expected to be cautious handling any sharp or pointed utensils. c. The lab set-up will consist of the students acquiring the fish and other items used for the lab from the instructor d. If the lab is not completed the students will be asked to clean up with 5 minutes left in class and use traits on the handouts to complete their dichotomous key for homework. e. This lab will be used to meet ILS as described at: http://www.isbe.net/ils/science/stage_I/descriptor.htm

f. 5 minutes will be allowed for clean up. Fish and papertowels will be put into plastic bags and disposed of by the instructor.
4. Hand outs a. Handouts will be given to students at the beginning of class b. Students will record traits on the front of the lab handout and their answers will be used to obtain participation points. A separate sheet will be turned in with the group members names on it that will contain the dichotomous key and participation points will be awarded to the group. c. Students answers will be reviewed by instructor to make sure the group is on the right track during the lab and when they hand in the handouts for points.
5. Assessment a. The instructor will walk around the class to see if the students are doing the lab correctly.
As the instructor talks with the group they will tell the group the common names of the fish so the students will have the opportunity to earn extra credit. b. Students will record their data on the lab handout, which will be turned in. c. The class will review the lab with at the conclusion of class. The class will construct a dichotomous key for all of the fish.
6. Post lab a. Data will be handed in the next day for participation points. The students will be asked if keying out fish is easy or hard. We will compare fish that are closely related and compare scientific names. b. After the lab we will review the traits used to make a dichotomous key c. If the students do not complete the lab they will be asked to complete it as homework d. The next day we will go over Binomial Nomenclature and the scientific names of the fish will be the lead in to the topic.

Name: _____________________
Today’s lab will consist of constructing a dichotomous key. Your objective will be to construct a dichotomous key to help out a second grade class that is going fishing. They just don’t know how to identify the fish they might catch and the lake has a size limit for certain fish. The fish that you may find in your sample are white crappie, largemouth bass, brook silverside, yellow bass, green sunfish, bluegill, freshwater drum, warmouth and maybe more!!! Can you see why the second graders need your help?
1.
2.
To get started, work independently and use the accompanying fish pictures to help you describe
5 possible ways that these fish may be different. For example, head length/total length >0.2 or dorsal fin has >6 spines (I made these up). List the different characteristics or traits below:
3.
4.
5.
Now its time to get into your groups and get dirty!!! Have one group member get a bag and another group member get some paper towels (your going to need them). Open the bag and look at your fish. Review your list and your lab partner’s lists to see if you think any of your listed traits will work to make a dichotomous key. After comparing everyone’s ideas, start creating a key. You can turn in one piece of paper for you group with the key and everyone’s names.
*1/2 point extra credit for correct genus and species of your fish on back of worksheet.