Fishing Game
Introduction to native and alien/introduced fish
Aim:
To introduce students to our local native fish and the introduced fish in the river system. To highlight
pollution problems.
Time:
15 min
Best for:
Year 3-7. Links with Science, Geography and Sustainability.
Materials:
Laminated native and introduced fish cutouts with paper clip attached
Laminated rubbish and foreign items with paper clip attached
Fish fact sheets
Tarp, cellophane or other material to represent water
To make: Fishing rod; stick or pole with string and strong magnet on the end
Activity:
Make, or have the students make a fishing rod using a stick, string and a strong magnet on the end.
Set up the ‘river’ in the centre of the classroom using a tarp/cellophane/material to represent the
water.
Scatter the fish/rubbish cutouts all over the ‘river’ picture side DOWN so the students cannot see
what they are catching. You could also spread shredded cellophane all over the fish cutouts so they
are even more camouflaged.
Students take turns ‘fishing’ an item out of the ‘river’, it could be a fish or it could be a piece of
rubbish.
Using the fish fact sheets, students decided whether or not the fish is native, or introduced and learn
about its habits. They then decide if it should be placed in a pile of fish to be returned to the river
OR the pile of introduced fish which would not be allowed to go back in the river.
Rubbish items would be ‘put in the bin or recycled’. Students could identify how these items make it
into the river system.
Alternative options:
• One student could be nominated as the ‘Fish Police’ officer, dress up like a police officer and send
any of the rubbish or introduced fish to ‘jail’ as they are fished out.
• Students could draw/design their own native and introduced fish, colour them and add paper clips
for use in the game.
Curriculum links
Science
Year
Content Description
F
Living things have basic needs, including food and water (ACSSU002)
1
Living things live in different places where their needs are met (ACSSU211)
4
Living things, including plants and animals, depend on each other and the environment to survive
(ACSSU073)
5
Living things have structural features and adaptations that help them to survive in their environment
(ACSSU043)
6
The growth and survival of living things are affected by the physical conditions of their environment
(ACSSU094)
7
Interactions between organisms can be described in terms of food chains and food webs; human activity
can affect these interactions (ACSSU112)
Geography
The fish game also uses Science Inquiry Skills in all year levels, including Processing and Analysing Data and
Information, and Communicating. The fish game also uses Science as a Human Endeavour in all year levels,
through exploring, observing and identifying ways to care for the environment. See ACARA for details.
F
The reasons why some places are special to people, and how they can be looked after (ACHGK004)
1
The natural, managed and constructed features of places, their location, how they change and how they
can be cared for (ACHGK005)
4
The importance of environments to animals and people, and different views on how they can be
protected (ACHGK022)
4
The natural resources provided by the environment, and different views on how they could be used
sustainably (ACHGK024)
4
The sustainable management of waste from production and consumption (ACHGK025)
5
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental
characteristics of Australian places (ACHGK027)
7
The ways that flows of water connect places as it moves through the environment and the way this
affects places (ACHGK038)
The fish game also uses Geographical Inquiry and Skills in all year levels, including Reflecting and responding
(particularly in relation to proposing individual and collective action). See ACARA for details.
Note 1: links can be made to other subject areas including Design & Technology and Health and Physical
Education (Contributing to healthy and active communities). Refer to ACARA.
Note 2: For Cross-curiculum priorities and General capabilities, check the Content Descriptions at ACARA.