Centre 1 Package
Fish Wish for better Water
Board Game
outcomes:
4-1-14: Investigate natural and human-caused changes to habitats, and identify resulting
effects on plant and animal populations.
4-1-15: Describe how their actions can help conserve plant and animal populations and their
habitats.
materials:
! scissors and glue
! contents of this package
teacher Instructions:
Read through the package before printing. Follow the instructions provided to assemble the
game.
In this package…
! 4 player/fish pieces (page 2)
! 1 die (page 2)
! 24
game cards (pages 3-7)
! 24
game cards (pages 8-11)
! 1 game board (pages 12-16)
! Rules sheet for students (page 17)
***Please note that instructions are included for items that require assembly.
***Suggestion: For strength and durability, use manila paper to create the items listed below.
Game Pieces and Die
See “Game Pieces and Die” on page 2 to assemble.
*Note: Teachers may find it more convenient to use their own die and game pieces
rather than the ones provided.
Game Cards
This game comes with two kinds of cards. The
cards are question cards that deal
with fish and fish habitats. The
cards are scenario cards. See pages 3-11 and follow
the instructions to create the cards.
Game Board
See “Game Board Assembly”on page 12 and use pages 13-16 to create the board.
Student Rules Sheet
Page 17 should be printed and displayed for students at centre 1 for quick reference.
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Game Pieces and Die
1. Cut along the dotted lines.
2. Fold along the solid black lines.
3. Apply glue to the designated area and paste to
form a tent-shaped game-piece and cube-shaped die.
4. Finished game piece and die should look like this.
Channel Catfish
White Sucker
Lake Trout
Arctic Char
Channel Catfish
White Sucker
Lake Trout
Arctic Char
apply glue here
apply glue here
apply glue here
apply glue here
apply glue here
apply glue here
apply glue here
Suggestion: Print this page on manila paper for strength
and durability.
apply glue here
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Game Cards
Pages 4-11 are
and
cards.
These pages are paired together to be glued or photocopied back to back. This way cards will
have a front and back.
-The first page in a pair contains a set of
or
cards and is the front side.
-The second page contains corresponding questions or scenarios that will be on the
back of those cards.
Pages are paired as follows:
Page 4
Page 6
Page 8
Page 10
with
with
with
with
Page 5
Page 7
Page 9
Page 11
Game cards can be assembled 2 ways:
*** Suggestion: Print or photocopy on manila paper to increase the cards’ durability.
1
i. Print out card pages.
ii. Glue the backs of corresponding pages together.
iii. Cut out cards.
iv. Laminate if desired.
2
i. Print out card pages.
ii. Photocopy corresponding pages back to back on a 2-sided setting so that
you now have both front and back on one sheet of paper.
iii. Cut out cards.
iv. Laminate if desired.
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4 of 17
Q. Which of the following fish species lives
the longest?
a. goldeye
b. sturgeon
c. yellow perch
A. b - sturgeon
Correct = Forward 1
Player:
Roll the die. If you roll an even number,
move forward the number of spaces
that you rolled. If you rolled an odd
number, take a
card.
Incorrect = Back 1
Q. True or False
Male pike grow to be larger
than female pike.
A. False
Correct = Forward 1
Incorrect = Back 1
Q. Which of the following fish species
spawns in the fall?
a. yellow perch
b. walleye
c. arctic char
A. c - arctic char
Correct = Forward 3
Q. Which of the following fish species
feeds on fish?
a. sucker
b. sturgeon
c. channel catfish
A. c - channel catfish
Correct = Forward 2
Q. Name 2 examples of freshwater
habitats.
A. Lakes, ponds, rivers, or streams.
Correct = Forward 2
Incorrect = Back 2
Incorrect = Back 1
Q. Name 2 Manitoba fish species.
A. Catfish, sucker, trout, char, walleye,
perch, goldeye, sturgeon, pike, carp,
burbot, bullhead, bass, whitefish, drum,
crappie, grayling, sauger, mooneye.
Correct = Forward 2
Incorrect = Back 1
Incorrect = Back 2
Q. Which fish is a species-at-risk?
a. burbot
b. carp
c. bigmouth buffalo
A. c - bigmouth buffalo
Correct = Forward 3
Incorrect = Back 1
Q. Which of the following fish species is
not found in Northern Manitoba?
a. yellow perch
b. channel catfish
c. arctic char
A. b - channel catfish
Q. Which of the following fish species
spawns in the spring?
a. smallmouth bass
b. lake whitefish
c. lake trout
A. a - smallmouth bass
Correct = Forward 2
Correct = Forward 3
Incorrect = Back 2
Q. Which of the following fish species
does not feed on other fish?
a. northern pike
b. walleye
c. sucker
A. c - sucker
Correct = Forward 1
Incorrect = Back 2
Incorrect = Back 1
Q. True or False
Manitoba has less than 50
different species of fish.
A. False
Correct = Forward 1
Incorrect = Back 3
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6 of 17
Congratulations! You caught a 25 kg
sturgeon. Do you keep it or throw it
back?
Keep it = Back 5
Throw it back = Forward 3
Q. Which of the following fish species
guards its nest of eggs?
a. channel catfish
b. black crappie
c. white sucker
A. b - black crappie
Correct = Forward 3
Q. Which of the following fish is an
aquatic invasive species?
a. rainbow smelt
b. brown bullhead
c. freshwater drum
A. a - rainbow smelt
Correct = Forward 4
Incorrect = Back 1
Q. True or False
Walleye is a very popular
Manitoba fish for eating.
A. True
Correct = Forward 1
Incorrect = Back 3
Q. Which of the following fish species
prefers murky or turbid waters?
a. goldeye
b. northern pike
c. arctic grayling
A. a - goldeye
Correct = Forward 3
b. catfish
c. walleye
A. c - walleye
Correct = Forward 2
Incorrect = Back 1
Q. True or False
Channel catfish may
occasionally feed on frogs.
A. True
Correct = Forward 2
Incorrect = Back 2
A. c - sturgeon
Correct = Forward 2
Incorrect = Back 1
Incorrect = Back 1
Q. Which of the following is the predator
and which is the prey?
White Sucker
Northern Pike
A.
White Sucker =
Northern Pike =
Correct = Forward 2
prey
predator
Incorrect = Back 2
Q. The muskellunge is often mistaken
for which other fish species?
a. sturgeon
b. walleye
c. northern pike
A. c - northern pike
Correct = Forward 3
Q. Sturgeon eggs are used to make
which of the following:
a. caviar
b. glue
c. dye
A. a - caviar
Incorrect = Back 1
Q. Which of the following fish
species grows to be the largest?
a. whitefish
b. brown bullhead
c. sturgeon
Correct = Forward 1
Q. The sauger is most similar to which
other fish species?
a. lake trout
Incorrect = Back 2
Incorrect = Back 1
Q. Which of the following is not a
Manitoba fish?
a. sauger
b. salmon
c. mooneye
A. b - salmon
Correct = Forward 1
Incorrect = Back 2
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8 of 17
An excess amount of a substance
called mercury was found in the
lake.
There was not enough rain this
year. Water levels in lakes and
ponds are down.
Move back 1 space.
Move back 1 space.
Fish are migrating upstream to
spawn. A new culvert is preventing
some of them from going back
home.
Move back 1 space.
Many fish diets depend on algae.
Due to some toxic chemicals being
dumped in the lake, a lot of algae
has disappeared.
Move back 2 spaces.
You were caught littering in the lake.
Move back 1 space.
You released your pet piranhas,
vicious predators from other parts of
the world, into our lake ecosystem.
Now other fish are being hunted and
killed.
Global warming is increasing water
temperatures in lakes and ponds.
This may be bad for fish because
some of them cannot survive in
these temperatures.
Move back 1 space.
You wasted water by leaving the tap
on while you brushed your teeth this
morning.
Move back 2 spaces.
You left your sprinkler on while it was
raining! Waste of water!!
Move back 3 spaces.
Save this card.
Use it on a later turn to cancel a
card that you don’t like!
Move back 5 spaces.
Due to overfishing, fish populations
are low.
You fixed the leak on your kitchen
faucet.
Move back 1 space.
Move forward 2 spaces.
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10 of 17
During a fishing trip you chose to
take a canoe over a gaspowered speed boat.
You did not mow the lawn near the
edge of the river that runs through
your back yard.
Move forward 2 spaces.
Move forward 3 spaces.
You used phosphate-free laundry
detergent.
You collected your motor oil instead
of letting it drain into the sewer.
Move forward 2 spaces.
Move forward 1 space.
You’ve started taking shorter
showers to conserve water.
Move forward 2 spaces.
When cleaning your fish tank, you
used the excess water to water
your plants.
Move forward 1 space.
You waited until you had a full load
before starting the dishwasher and
washing machine!
Move forward 2 spaces.
You cleaned up your favourite
fishing spot!
Move forward 3 spaces.
You emptied your ballasts and
cleaned your boat before you
transported it.
Move forward 2 spaces.
You took a bath in the lake. The
soap and shampoo that you used
contaminated the lake water in that
area.
Move back 1 space.
You cut down the trees near the
river bank so you could have a
better view. Now the soil is eroding
near the river bank.
Move back 3 spaces.
You waited until your boat was out
of the water before filling the gas
tank.
Move forward 2 spaces.
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Game Board Assembly
1. The game board consists of the following pages:
Page 13
Page 15
Page 14
Page 16
***Suggestion: For a sturdier board, print pages 13-16 on manila paper.
2. Cut around the edges of the pages to remove any excess white space. This will allow the board
to align properly.
3. Pages 13, 14, and 15 have designated areas where glue should be applied. When gluing make sure
that the objects on the pages align properly.
Follow the diagram below.
A
B
C
D
The finished
board will look
like this.
4. Laminate the completed board.
12 of 17
Fish Wish For
Start
Move
forward 1
space.
e
ov k 2 .
M c
s
ba ace
sp
)
gain
a
l
l
(Ro
Glue Here
gain
a
t
s
Ca
Goldeye
Mo
fo ve
r
sp war
a
c d2
e
s.
Glue Here
13 of 17
Better Water
Yellow Perch
Cast again
Walleye
(Roll again)
Glue Here
14 of 17
Glue Here
ur
yo rn
se tu
Lo xt
ne
Carp
Move
ba
3 spac ck
es.
Sturgeon
15 of 17
s
a
C
t
ur
o
y rn
e
u
s
Lo xt t
ne
in
a
ag
l
ol
R
(
)
n
i
a
ag
ck
a
b
e e.
v
Mo spac
1
Fi
Northern Pike
ni
sh
White Sucker
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Rules for Play
This game is for 2-4 teams or players.
The object of the game is to get from start to finish before the other teams. You will
respond to some questions and scenarios along the way.
To decide who will go first, each team will roll the die. The team with the highest roll will
start. Continue clockwise from there.
The first team will “cast” the die and move forward the number of spaces indicated on
the die.
There are 4 types of spaces that you can land on:
Blank space
This is a free space. If you land here, you stay put.
Your turn is now over. Pass the die to the next team and wait for your
next turn.
Command space
Follow the directions on this space (e.g. roll again,
lose a turn, etc.) then pass the die to the next team and wait for your
next turn.
space
If you land on one of these spaces, SOMEONE
FROM ANOTHER TEAM will take a
card and ask you the question
on that card. The answers are on the bottom of the card. If you answer
correctly, you may be able to move forward the amount of spaces
indicated on the card. If you answer incorrectly, you may have to move
back. Keep following the directions on the spaces that you land on. Your
turn is over if you land on a blank space or if a card or space indicates
that you do not have to move.
space
If you land on one of these spaces, take a
card.
There will be a short scenario on it. Read it aloud and follow the
directions on it. Some will instruct you to move forward and some will
instruct you to move back, so beware...
You may now begin the game. The
first team to the finish line wins!
Happy fishing…
17 of 17
Centre 2 Package
Water Habitat Experiment
outcome:
4-1-14: Investigate natural and human-caused changes to habitats, and
identify resulting effects on plant and animal populations.
Materials:
!
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class set of page 4
2 medium-sized tanks or tubs (preferably transparent), labelled
”Habitat
1” and “Habitat 2”
lll
Bin filled with sand and a scoop
Bin filled with rocks and a scoop
3 cups - each filled with ~10 dirty paintbrushes (1 per group)
3 cups - each filled with raisins and labelled “Insects” (1 per group)
3 small piles of various types of leaves (1 per group)
3 small piles of twigs/bark/stems/pinecones (1 per group)
A few bars of soap
3 small piles of litter (e.g. styrofoam packing bubbles, plastic
cutlery,
plastic wrap, juice boxes, drink cans, etc.
lll
1 plastic/rubber fish (waterproof) labelled “Freddy”
Paper towel
Place to dispose of water (i.e. sink)
Newspaper to line work areas
Writing utensils
Contents of this package
teacher instructions:
Print out this package and read through it. Gather the required materials listed
above. Follow the directions outlined below to conduct the experiment.
*This centre may require teacher/adult supervision.
In this package...
! Experiment instructions sheet for students (page 3)
! Student worksheet (page 4)
! Answer key (page 5)
(continued on page 2)
1 of 5
experiment directions:
1. Read and post the “Experiment Instructions” sheet (Page 3) at the
station for student reference. (You may want this sheet laminated to
prevent it from getting wet.)
2. Prepare the materials for the experiment (e.g. photocopy worksheets,
lay out the newspaper, set out bins, cups, etc.).
3. Ask the students to fill each of the tubs labeled “Habitat 1” and “Habitat
2” half full of water. (They may require help with this.)
4. Instruct students to follow the directions on the “Experiment
Instructions” sheet to complete the experiment.
5. Once the experiment is completed, instruct students to clean up the
experiment centre.
6. After cleaning up, students can complete the worksheet individually or
with their group. Collect completed worksheets for assessment.
2 of 5
Experiment Instructions
You will be doing this experiment as a group. Everyone will
participate. Make sure to follow the instructions carefully and in
the correct order shown here. All of the materials that you require
are provided at this centre. Once ‘Habitat 1’ and ‘Habitat 2’ are
half-filled with water, you may begin the experiment.
Habitat 1
1. Add 3-5 scoops of sand and allow the sand to settle.
2. Add 2 scoops of rocks.
3. Add one pile of leaves, twigs, and bark or pinecones.
4. Throw in a few ‘insects’ (raisins).
Habitat 2
1. Roll up your sleeves and dip your hands into the water.
2. Pass the soap around and lather. Make sure that everyone’s
hands are lathered up.
3. Rinse your hands in the tub of water. Use the paper towel to
dry off.
4. Take some dirty paintbrushes and clean them in the soapy
water. Use the paper towel to dry them off.
5. Now add one pile of litter into this habitat.
Look at the 2 habitats that you now have. Notice the
differences. Put Freddy the Fish into the habitat that you
think he would like the best.
Clean up this station. Take the objects out of the water
BEFORE you empty the tubs. Don’t forget to wipe up any
spills!
Now, complete the worksheet.
3 of 5
My Habitat Experiment
1. I put Freddy the Fish in Habitat #______ because ____________________
_________________________________________________________________
_________________________________________________________________.
2. Below is a list of things that sometimes end up in streams, rivers, and
lakes. In the second column, circle how you think those items get there
(nature or humans). In the third column, circle which habitat from your
experiment (1 or 2) these items might belong to.
Item
How it gets in lakes and rivers Habitat it belongs to
toxic chemicals
nature
humans
plants
nature
humans
logs/branches
nature
humans
nature
humans
nature
humans
trash/waste
rocks
1
2
1
2
1
2
1
2
1
2
3. What is the difference between the items that you added to Habitat 1 and
the items that you added to Habitat 2? ___________________________
4. Which habitat will have healthier fish? Why? _______________________
4 of 5
My Habitat Experiment - Answer Key
1
this habitat has everything a
1. I put Freddy the Fish in Habitat #______
because ____________________
fish needs to survive. There is shelter, food, clean water and space. (Allow for slight variations in
_________________________________________________________________
answers.)
_________________________________________________________________.
2. Below is a list of things that sometimes end up in streams, rivers, and
lakes. In the first column, fill in how you think those items get there
(nature or humans). In the second column, fill in which habitat from your
experiment (1 or 2) these items might belong to.
Item
How it gets in lakes and rivers Habitat it belongs to
toxic chemicals
humans
2
plants
nature
1
logs/branches
nature
1
trash/waste
humans
2
rocks
nature
1
3. What is the difference between the items that you added to Habitat 1 and
the items that you added to Habitat 2? ___________________________
The items in Habitat 1 are natural (from
________________________________________________________________
nature) and the items from Habitat 2 are human-made. The human-made items were harmful to the habitat.
4. Which habitat will have healthier fish?______
Why? _________________
Habitat 1 has food,
1
shelter, space, but no harmful substances like there are in Habitat 2. (Answers may vary.)
________________________________________________________________
________________________________________________________________
5 of 5
Centre 3 Package
Pollution Solution Collage
outcome:
4-1-15: Describe how their actions can help conserve plant and animal populations and their habitats.
materials:
! large mural paper
! art paper
! art supplies (paint, watercolours, felt markers, pastels, etc.)
! scissors and glue sticks
! newspaper to cover tables
! paper towels
! bucket with water to clean brushes
! writing utensils
teacher instructions:
Print out this package. Read and familiarize yourself with the students’ task. Gather the required materials listed below and
follow the directions provided.
In this Package...
! Student instructions (page 2)
Directions:
1. Post the student instructions (page 2) and the large mural paper on the wall near the centre.
2. Place the supplies outlined above at the centre for students to use.
3. Remind students to bring a pen/pencil and loose leaf to this centre or have these available at the centre.
4. Instruct students to begin the activity. Draw students’ attention to the posted instructions.
1 0F 2
Pollution Solution Centre: Directions
1. Make sure you have a pen or pencil, sheet of loose leaf,
glue stick, and scissors.
2. On a piece of loose leaf, write down some ideas about how you can reduce water
pollution and/or conserve water. Your group may share ideas if you wish. (Hint:
Think of showers, baths, pools and other places that you use water.)
3. Each of you will choose ONE idea and make a drawing, painting, or sketch that
reflects this idea. The paper for this part is provided. Each person should have a
different idea.
4. Once you have finished your artwork, cut it out and glueit to the large piece of paper
on the wall. Make sure your name is somewhere on or near it.
5. If time permits, choose another idea and create another artwork using different
materials.
6. Clean up the station and leave it the way you found it for the next group.
IF YOU ARE THE LAST GROUP, CLEAN UP ALL THE PAINTING SUPPLIES AND THE NEWSPAPER.
1 0F 2